^^.731-  UHttfeBaiV  (iHtUIttH*^ 

University  ol  the  State  ol  Hew,  ^ 

Entered  as  second-class  matter  August  2,  1913,  at  the  Post  OfSce  at  Albany,  N.  Y., 
under  the  act  of  August  24,  1912 

Published  Fortnightly 


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No.  732 


ALBANY,  N.  Y. 


SYLLABUS  IN  fflSTORY 


April  15,  1921 


A three-year  course  in  world  history 
A two-year  course  in  world  history 


ALBANY 

THE  UNIVERSITY  OP  THE  STATE  OP  NEW  YORK 
1921 


Hii7r-Je2i-2Soo  (7-8325) 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 
Regents  of  the  University 
With  years  when  terms  expire 
(Revised  to  July  15.  1921) 

1926  Pliny  T.  Sexton  LL.B.  LL.D.  Chancellor  Emeritus  Palmjrra 

1927  Albert  Vander  Veer  M.D.  M.A.  Ph.D.  LL.D. 

Chancellor  Albany 

1922  Chester  S.  Lord  M.A.  LL.D.  Vice  Chancellor  Brookljm 


1924  Adelbert  Moot  LL.D.  -------  Buffalo 

1925  Charles  B.  Alexander  M.A.  LL.B.  LL.D, 

Litt.D.  - --  --  --  --  --  - Tuxedo 

1928  Walter  Guest  Kellogg  B.A.  LL.D.  - - - Ogdensburg 

1932  James  Byrne  B.A.  LL.B.  LL.D.  - - - - - New  York 

1929  Herbert  L.  Bridgman  M.A.  LL.D.  - - - - Brooklyn 

1931  Thomas  J.  Mangan  M.A.  Binghamton 

1933  William  J.  Wallin  M.A.  Yonkers 

1923  William  Bondy  M.A.  LL.B.  Ph.D.  - - - - New  York 

1930  William  P.  Baker  B.L.  Litt.D.  - _ _ Syracuse 


Acting  President  of  the  University  and  Commissioner  of  Education 

Frank  B.  Gilbert  B.A.  LL.D. 

Assistant  Commissioner  and  Director  of  Professional  Education 

Augustus  S.  Downing  M.A.  Pd.D.  L.H.D.  LL.D. 

Assistant  Commissioner  for  Secondary  Education 

Charles  F.  Wheelock  B.S.  Pd.D.  LL.D. 

Assistant  Commissioner  for  Elementary  Education 

George  M.  Wiley  M.A.  Pd.D.  LL.D. 

Director  of  State  Library 

James  I.  Wyer  M.L.S.  Pd.D. 

Director  of  Science  and  State  Museum 

John  M.  Clarke  D.Sc.  LL.D. 

Chiefs  and  Directors  of  Divisions 

Administration,  Hiram  C.  Case 

Archives  and  History,  James  Sullivan  M.A.  Ph.D. 

Attendance,  James  D.  Sullivan 

Examinations  and  Inspections,  Avery  W.  Skinner  B.A. 
Law,  Frank  B.  Gilbert  B.A.  LL.D.,  Counsel 
Library  Extension,  William  R.  Watson  B.S. 

Library  School,  Edna  M.  Sanderson  B.A.  B.L.S. 

School  Buildings  and  Grounds,  Frank  H.  Wood  M.A. 
School  Libraries  Sherman  Williams  Pd.D. 

Visual  Instruction,  Alfred  W.  Abrams*  Ph.B. 

Vocational  and  Extension  Education,  Lewis  A.  Wilson 


(InlYersit;  ol  the  State  ol  New  Yorh  Bnlletlo 

Entered  as  second-class  matter  August  2,  1913,  at  the  Post  Office  at  Albany,  N.  Y.,  under  the  act 

of  August  24,  1912 

Published  fortnightly 

No.  732  ALBANY,  N.  Y.  April  15,  1921 

SYLLABUS  IN  HISTORY 

FOREWORD 

In  presenting  a complete  revision  of  the  syllabus  of  1910  in  the 
field  of  history,  the  committee  in  charge  of  this  revision  deems  it 
desirable  to  summarize  briefly  (i)  the  general  evolution  of  the 
teaching  of  history  as  directed  by  courses  of  study  and  (2)  the 
special  development  of  the  various  syllabuses  issued  in  this  field  by 
the  University  of  the  State  of  New  York  for  the  guidance  of  tbs 
secondary  schools  of  the  State. 

I From  the  introduction  of  history  into  the  school  curriculum 
about  three  hundred  years  ago,  down  to  the  opening  of  the  present 
century,  history  has  been  used  to  advance  the  particular  purposes  of 
its  teachers  or  writers.  It  was  history  always  in  the  service  of 
some  immediate  and  more  or  less  pressing  need.  It  was  therefore 
rarely  in  any  strict  sense  historical.  Compilers  of  material  admitted 
whatever  seemed  useful  in  the  light  of  the  service  proposed.  They 
sinned  courageously  and  consciously  against  fact.  They  intro- 
duced without  hesitation  doubtful  anecdote  and  downright  fable. 
They  paraded  national  bias  unblushingly.  They  violated  the  most 
elementary  sense  of  historical  proportion,  in  that  they  took  such 
liberties  with  characters  and  events  as  seemed  essential  to  make 
history  useful  for  the  purposes  for  which  they  wished  it  used.  In 
the  light  of  recent  experience  it  is  evident  that  Germany’s  historical 
writers  have  surpassed  all  others  in  distorting  recorded  facts  for 
an  end  regarded  as  patriotic. 

In  the  arrangement  of  programs,  however,  continental  European 
countries  recognized  as  early  as  the  seventeenth  century  the  desir- 
ability of  continuity.  The  materials  were  carefully  graded.  There 
was  definite  connection,  and  the  whole  made  a continuous  story. 

In  American  schools  the  best  textbooks  prepared  within  the  last 
twenty  years  for  the  upper  grammar  grades  and  for  the  high 
school  have  recognized  accuracy  as  one  of  the  essentials  of  history. 
In  this  respect  our  record  compares  favorably  even  with  the  record 
of  France. 


13] 


4 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


In  the  arrangement  of  programs  we  have  consistently  remained 
behind  the  practice  of  continental  Europe.  From  about  1815,  when 
school  instruction  in  history  first  began  to  assume  perceptible  pro- 
portions, down  to  about  1890,  the  prevalent  idea  was  to  provide 
subjects  in  history,  rather  than  to  organize  courses  in  history.  The 
Madison  conference,  a sub-committee  of  the  Committee  of  Ten  of 
the  National  Educational  Association,  in  1892  recommended  a 
course  somewhat  on  the  order  of  courses  then  current  in  Europe, 
but  this  plan  was  not  generally  adopted.  The  Committee  of  Ten. 
left  history  a collection  of  subjects,  and  later  committees,  such  as 
the  Committees  of  Seven  and  Five  of  the  American  Historical 
Association,  have  made  relatively  slight  progress  in  the  application 
of  the  course  idea.  A few  years  ago  the  American  Historical  Asso- 
ciation appointed  a committee  to  consider  a proper  selection  of 
topics  in  history  for  the  schools  of  this  country,  but  this  commit- 
tee has  made  no  report  of  its  findings. 

2 We  are,  however,  now  chiefly  interested  in  the  story  of 
syllabus-making  in  the  State  of  New  York  and  the  extent  to  which 
we  have  either  guided,  or  been  influenced  by  the  general  develop- 
ment in  the  field  of  history.  In  1880  the  Regents  of  the  University 
of  the  State  of  New  York  prepared  brief  syllabuses  of  history, 
civics  and  economics  for  secondary  schools.  The  fields  of  history 
outlined  were  four:  United  States,  English,  Greek  and  Roman. 
The  syllabuses  for  the  four  fields  of  history  and  the  two  allied  sub- 
jects of  civics  and  economics  covered  only  four  octavo  pages.  His- 
tory, however,  was  a popular  subject  and  the  idea  that  the  second- 
ary school  should  teach  something  of  everything  and  not  much  of 
anything  was  even  more  prevalent  from  1880  to  1890  than  at  the 
present  day.  In  consequence,  each  revision  of  the  syllabus  added 
to  the  fields  of  history,  while  the  syllabus  for  each  field  grew  more 
detailed  as  written  examinations  became  more  exacting.  From 
1896  to  1901,  in  addition  to  civics  and  economics,  ten  different  fields 
of  history  were  outlined  in  the  academic  syllabus.  Each  school 
chose  as  many  or  as  few  fields  for  study  as  the  personal  predilection 
of  some  school  official  dictated. 

Educational  values  and  equivalents,  so  far  as  history  was  con- 
cerned, received  little  consideration.  Progressive  courses  in  his- 
tory were  not  generally  maintained.  The  advanced  course  in 
American  history  recommended  for  the  fourth  year  of  the  high 
school  was  frequently  studied  by  pupils  of  the  first  year.  There 
was  also  no  account  seemingly  taken  of  the  United  States  history 


SYLLABUS  IN  HISTORY 


5 


taught  in  the  elementary  schools.  Elementary  United  States  his- 
tory, indeed,  was  almost  uniformly  taught  in  the  first  academic 
year  because  public  opinion  rightly  demanded  that  every  child  so 
far  as  possible  should  know  somewhat  of  the  history  of  his  native 
land;  otherwise  there  was  little  uniformity  of  procedure  and 
indeed  no  general  consensus  of  opinion  to  serve  as  a guide  in  plan- 
ning history  courses.  Time  allotments  in  high  school  programs 
were  entirely  inadequate.  In  no  school  was  any  field  of  history 
accorded  a year  of  study  and  to  some  important  fields  were  allotted 
ten  weeks  or  less.  In  spite  of  this  confused  situation,  history  of 
some  sort  was  studied  by  a larger  number  of  high  school  pupils 
than  any  other  subject  except  English. 

The  Academic  Principals  Association  became  keenly  alive  to  the 
unsatisfactory  conditions  then  existing  and  through  its  syllabus 
committee  made  an  earnest  effort  to  determine  what  fields  of  his- 
tory were  receiving  most  attention,  what  fields  were  educationally 
of  most  value  and  what  order  of  presentation  would  be  most  desirr 
able.  In  accordance  with  the  recommendations  of  this  organiza- 
tion, the  fields  of  history  and  social  science  were  reduced  to  eight 
in  the  syllabus  of  1900  and  one-half  of  a year  was  allotted  to  each 
field. 

In  1904  the  New  England  History  Teachers  Association  com- 
pleted the  preparation  of  a “ History  Syllabus  for  Secondary 
Schools,”  outlining  the  four-year  course  in  history  recommended 
in  1899  by  the  Committee  of  Seven  of  the  American  Historical 
Association ; and  in  a spirit  of  cooperation  that  syllabus  with  certain 
important  modifications  and  additions  was  adopted  by  the  State 
Education  Department  of  New  York  as  the  history  syllabus  for 
1905.  In  this  scheme  four  fields  of  history  were  recommended  for 
the  four  high  school  years;  those  were  ancient  history,  medieval 
and  modern  European  history,  and  history  of  Great  Britain  and 
Ireland,  each  for  either  three  or  five  periods  a week  for  one  year, 
and  American  history  with  civics  for  five  periods  a week  for  one 
year.  This  syllabus  proved  most  stimulating  and  helpful  to  teach- 
ers, and  thousands  of  copies  were  purchased  by  pupils  or  were 
placed  in  their  hands  by  school  authorities. 

It  soon  became  apparent,  however,  as  might  have  been  foreseen 
from  a comprehensive  study  of  secondary  school  curriculums,  that 
few  high  schools  could  operate  a four-year  course  in  history.  The 
stronger  schools  usually  offered  a three-year  course  as  a maximum, 
with  the  provision  that  pupils  preparing  for  college  should  be 
required  to  study  history  only  one  year.  The  number  who  followed 


6 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


the  course  outlined  for  European  history  soon  became  negligible 
and  this  subject  was  dropped  from  the  syllabus  of  1910.  In  its 
place  the  framers  of  that  syllabus  wisely  offered  a two-year  course 
in  modern  history  as  an  alternative  for  ancient  history  and  history 
of  Great  Britain  and  Ireland,  and  endeavored  to  organize  this  rlew 
course  so  that  it  would  serve  as  an  introduction  to  the  course  in 
American  history  intended  for  fourth  year  pupils. 

This  scheme  was  a radical  experiment.  No  textbooks  in  harmony 
with  the  proposed  plan  were  provided,  and  comparatively  few  teach- 
ers felt  competent  to  teach  the  courses  in  modern  history  without 
textbooks.  To  meet  this  situation  the  courses  in  ancient  history 
and  in  the  history  of  Great  Britain  and  Ireland  were  retained. 

The  result  of  this  compromise  has  been  twofold.  In  New  York 
City  quite  generally,  in  a few  high  schools  in  the  larger  cities,  and 
in  an  occasional  village  high  school  the  new  courses  in  modern 
history  have  been  used  with  increasing  satisfaction,  while  the  great 
majority  of  schools  of  the  State,  outside  of  New  York  City,  have 
continued  to  offer  ancient  history  and  history  of  Great  Britain  and 
Ireland. 

The  defects  of  this  arrangement  have  been  obvious.  Pupils  have 
generally  taken  ancient  history  (occasionally  it  has  been  English 
history)  and  those  who  have  persisted  in  high  school  until  the 
fourth  year  have  also  usually  taken  American  history.  In  this  way 
they  have  studied  subjects  in  history  rather  than  history  as  a unified 
subject,  and  have  finished  their  secondary  education  with  practi- 
cally no  knowledge  of  the  historic  development  of  the  modem 
world.  It  has  needed  the  shock  of  the  present  war  to  awaken 
teachers  to  the  vital  necessity  of  teaching  world  history,  especially 
with  reference  to  the  long  struggle  between  autocracy  and 
democracy. 

In  view  of  the  special  experience  of  New  York  State  and  the 
general  trend  of  thought,  it  seems  therefore  that  we  should  now 
emphasize  in  a somewhat  different  way  our  regard  for  historic  fact 
and  attempt  a course  in  history  with  the  world  as  its  subject.  We 
ought  to  look  upon  history  as  an  attempt  to  represent  accurately, 
and  to  explain  adequately,  the  development  of  humanity. 

In  order  to  do  this,  a unified  course  in  the  field  of  history  is  pro- 
posed which  shall  be  required  of  all  secondary  pupils  in  this  State, 
either  for  a maximum  of  three  years’  or  for  a minimum  of  two 
years’  study.  This  scheme,  it  is  felt,  will  be  of  greater  value  to  our 
pupils  than  the  more  narrow  and  intensive  courses  in  ancient  and  in 


SYLLABUS  IN  HISTORY 


7 


English  history.  It  will  provide  not  only  the  European  background 
of  American  history  and  the  story  of  the  expansion  of  Europe,  but 
it  will  properly  coordinate  the  history  of  England  and  our  own 
country  with  that  of  the  rest  of  the  world. 

There  are  several  principles  upon  which  this  course  is  organ- 
ized. In  the  first  place,  our  facts  must  be  historical  and  must  be 
recognized  as  historical.  We  must  deal  with  the  history  that  actu- 
ally happened,  and  not  with  the  history  that  might  have  happened, 
nor  even  with  the  history  that  ought  to  have  happened.  Our  text- 
books for  the  high  school  have  already  accepted  this  principle  in 
part.  They  treat  of  history  that  actually  happened.  They  give  us 
facts.  They  do  not,  however,  uniformly  give  us  an  impression  ot 
what  it  is  that  gives  a fact  historical  value.  Statements  of  widely 
different  degrees  of  probability,  mere  personal  opinion,  and  pure 
speculation  are  mingled  in  one  body  of  assured  information,  and 
the  pupil  is  likely  to  reduce  this  information  to  one  long  level  of 
certainty,  and  to  look  upon  a fact  in  history  as  any  statement 
printed  in  a history  book.  It  is  hoped  that,  through  the  use  of  this 
syllabus,  both  teachers  and  pupils  will  gain  some  sense  of  discrimi- 
nation and  will  be  able  to  classify  the  statements  in  books  according 
to  kind  and  according  to  degrees  of  probability.  This  implies  some 
examination  of  the  evidence  behind  facts,  and  some  illustrations  of 
the  process  by  which  facts  are  established  and  grouped  for  his- 
torical purposes. 

In  the  second  place  facts  must  be  selected  and  arranged  from  the 
standpoint  of  the  idea  of  development.  What  is  to  be  explained 
is,  frankly,  the  past.  Our  purpose  in  explaining  the  past  is  to  enable 
us  to  use  it  in  explaining  the  present,  but,  if  the  past  itself  is  not 
explained,  it  is  difficult  to  see  how  the  past  can  be  of  much  service 
in  explaining  the  present.  We  must  strive  to  find  facts  that  are 
important  primarily  because  they  illustrate  and  explain  development. 
Development  implies  changes,  and  the  idea  of  change  in  the  world 
can  be  grasped  only  through  a perception  of  differences.  We  must, 
therefore,  emphasize  differences  as  well  as  likenesses  between  the 
past  and  the  present.  Here  again,  the  best  of  our  textbooks  have 
already  applied  a part  of  the  principle.  They  have  traced  for  us 
the  development  of  the  ancient  world,  the  development  of  medieval 
and  modern  Europe,  the  development  of  England,  the  development 
of  the  United  States.  They  have  not,  to  the  same  extent,  nor  in  the 
same  spirit,  traced  for  us  the  development  of  humanity.  They  have 
not  emphasized  differences  between  peoples  and  institutions  with 
sufficient  fullness  to  bring  home  the  idea  of  change  in  the  world. 


8 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


In  the  third  place,  development  implies  continuity,  and  con- 
tinuity implies  unity.  History  as  the  development  of  humanity  is 
not  prehistoric,  then  ancient,  then  medieval,  then  modern.  It  is  not 
Oriental,  Greek,  Roman,  European,  English  or  American.  It  is 
history,  one  and  indivisible,  one  continuous,  continuing  process. 
This  principle  of  continuity  is  the  chief  difficulty  which  has  con- 
fronted all  syllabus-makers.  We  have  in  the  past  not  been  organ- 
izing courses  in  history.  We  have  merely  been  talking  and  think- 
ing about  subjects  in  history.  The  experience  of  France  shows 
that  continuity  is  attainable,  and  the  proposed  syllabus  that  is  pre- 
sented for  consideration  is  an  effort  to  solve  the  problem  in  this 
direction. 

In  this  connection,  it  is  interesting  to  note  that  a committee  of 
the  American  Historical  Association,  in  conjunction  with  com- 
mittees of  history  teachers  throughout  the  country,  undertook  about 
five  years  ago  the  business  of  making  syllabuses  for  the  various 
fields  of  history.  The  state  committee  had  hoped  to  work  in 
cooperation  with  this  committee,  but  the  demands  on  the  time  of 
the  leaders  of  this  movement  caused  by  their  entrance  into  the 
various  activities  created  by  the  world  war  has  evidently  checked 
for  the  present  any  action  toward  the  completion  of  a unified  syl- 
labus under  the  auspices  of  the  American  Historical  Association. 
The  state  committee  therefore  presents  its  findings  independently 
of  that  organization  but  in  harmony,  we  believe,  with  its  ideals. 

In  summarizing  the  work  of  the  committee,  we  desire  to  state 
again  the  principles  which  have  guided  it.  These  are  (i)  the 
principle  of  continuity,  whereby,  through  a general  survey  of  the 
contributions  of  ancient  and  medieval  civilizations  to  the  modern 
world  and  a somewhat  fuller  study  of  world  history  during  the 
past  century  than  has  generally  been  undertaken,  the  pupil  shall 
be  led  to  an  intensive  study  of  the  development  of  American  insti- 
tutions and  American  ideals;  (2)  the  principle  that,  in  the  applica- 
tion of  this  continuous  course,  emphasis  shall  be  placed  upon  devel- 
opment through  tracing  differences  as  well  as  through  stressing  like- 
nesses between  other  ages  and  our  own;  and  (3)  that  provision 
should  be  made  throughout  the  course  for  the  cultivation  of  a his- 
toric sense  through  the  study  of  materials  in  order  to  lead  pupils 
to  form  independent  judgments  in  sifting  what  they  read  or  hear. 

In  the  operation  of  the  syllabus  of  1910  in  use  at  present  it  is 
felt  that  the  principle  of  continuity  does  not  obtain.  The  average 
pupil  studies  only  one,  or  at  best  only  two  of  the  subjects  offered 


SYLLABUS  IN  HISTORY 


9 


and  does  not  gain  thereby  any  clear  impression  of  world  history. 
As  opposed  to  this  “block”  system,  this  syllabus  offers  a continuous 
course  in  the  development  of  world  civilization  which  shall  be 
required  of  all  pupils.  It  has  certain  progressive  features  which 
represent  a distinct  advance  over  any  syllabus  so  far  organized  for 
the  teaching  of  history  in  this  country.  It  offers  (i)  a course  of 
history  instead  of  subjects  or  fields  in  history,  (2)  the  world  point 
of  view  instead  of  periods  or  groups,  (3)  the  pedagogical  advan- 
tage of  topical  study,  (4)  the  value  of  emphasizing  continuity,  dif- 
ferentiation and  unity,  and  (5)  the  innovation  of  major  and  minor 
sequences. 

With  this  topical  arrangement,  which  is  more  specially  developed 
in  the  second  and  third  years  of  the  course,  an  exceptional  oppor- 
tunity is  given  to  show  the  development  of  institutional  life;  at  the 
same  time  the  causal  forces  in  history  which  are  so  necessary  for 
a clear  interpretation  of  the  subject  are  adequately  stressed. 

Much  of  the  recent  history  covered  in  courses  B and  C may  be 
regarded  in  the  nature  of  current  events,  and  the  teacher  should 
emphasize  the  fact  that  many  of  the  judgments  now  formed  will  be 
subject  to  alteration  and  change  because  of  new  facts  which  may 
come  to  light.  The  study  of  the  contemporaneous  in  history, 
however,  should  not  be  neglected  merely  because  of  such  a con^ 
tingency. 

It  is  specially  desirable  that  course  C in  American  history  and 
institutions,  with  its  emphasis  on  social  and  economic  problems  — 
the  problems  and  responsibilities  of  democracy  — shall  be  required 
of  all  secondary  pupils  as  a prerequisite  for  graduation. 

The  syllabus  which  is  presented  herewith  and  the  time  allot- 
ments under  which  it  is  to  be  operated  are  given  on  pages  20-21. 

Inasmuch  as  these  sequences  are  to  be  given  for  five  periods  a 
week  throughout  the  school  year,  pupils  should  have  a larger  oppor- 
tunity to  do  library  work  on  reference  subjects  under  the  teacher’s 
personal  guidance.  At  least  one  of  these  periods  each  week  may 
profitably  be  used  in  this  manner. 

It  may  be  noted  in  conclusion,  that  the  syllabus  as  here  presented 
represents  two  general  types  of  syllabuses.  For  the  first  year  of 
the  course  it  is  of  the  “ precis  ” type,  a brief  summary  of  the 
essential  facts,  while  for  the  second  and  third  years  of  the  course 
it  is  a “ manual  ” somewhat  complete  for  the  fields  it  covers.  It 
is  felt  that  this  will  be  especially  helpful  for  inexperienced  teachers 
as  a guide  in  the  selection  of  the  material  they  are  to  use. 


10 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


The  first  impression  of  the  syllabus  as  a whole  will  doubtless  be 
that  it  is  too  detailed.  However,  there  is  a distinct  pedagogical 
advantage  in  having  an  inclusive  syllabus  in  courses  B and  C 
because  these  courses  are  developed  topically.  This  arrangement 
should  be  specially  helpful,  since  it  provides  the  teachers  with  a 
full  outline  from  which  they  may  make  selection  of  material.  The 
thoroughly  well-equipped  teacher  does  not  need  such  an  outline, 
but  the  average  teacher,  who  is  not  trained  in  the  organization  and 
selection  of  material,  will  be  greatly  benefited  by  the  completeness 
of  the  proposed  syllabus. 

As  a guide  for  the  selection  of  this  material,  the  syllabus  is 
printed  in  two  kinds  of  type.  The  portion  set  in  italics  is  intended 
to  be  the  backbone  of  the  course.  This  constitutes  the  minimum 
essentials  which  the  pupils  are  supposed  to  know.  From  the 
rest  of  the  material  the  teacher  is  at  liberty  to  select  whatever 
is  deemed  necessary  to  illustrate  the  topic  or  to  develop  inten- 
sively any  field  of  special  interest. 

The  objection  may  be  made  that  there  are  few  textbooks  exactly 
covering  the  courses  here  laid  down.  This  statement  was  often 
made  when  the  new  courses  in  modern  history  i and  2 were  offered 
in  the  syllabus  of  1910,  but  experience  at  that  time  showed  that  the 
fears  so  expressed  were  groundless.  Moreover,  such  objections 
do  not  seem  well  founded  in  view  of  the  number  of  admirable  books 
now  available  in  the  field  of  secondary  school  history.  However, 
if  the  makers  of  a new  and  progressive  syllabus  were  to  await  the 
publication  of  texts  before  issuing  the  sylHbus,  neither  the  text  nor 
the  syllabus  would  ever  appear  and  a course  of  study  would  always 
remain  static.  The  statement  of  such  a self-evident  fact  may  seem 
superfluous,  but  in  view  of  the  frequent  indictments  of  syllabuses 
expressed  in  the  words,  “ there  are  no  texts,”  it  is  a necessary 
statement  to  make.  In  abandoning  old  and  in  taking  up  new 
syllabuses  there  is  always  a period  of  transition,  during  which  nec- 
essary adaptations  are  to  be  made  until  new  texts  appear. 

WORLD  HISTORY,  COURSE  A 
The  Rise  and  Growth  of  Civilization 

The  course  termed  modern  history  part  i in  the  syllabus  of  1910 
has  probably  received  the  least  general  acceptance  of  any  part  of 
that  outline.  This  is  natural,  in  view  of  the  breadth  of  its  field  and 
the  variety  of  topics  within  it.  The  plan  laid  down  was  complete, 
certainly  as  full  as  could  well  be  carried  by  young  pupils,  yet  pre- 


SYLLABUS  IN  HISTORY 


II 


senting  no  insuperable  difficulties  to  any  teacher  who  had  read  and 
accepted  the  reminder  in  the  foreword  of  the  syllabus ; “ It  may 

assist  some  to  point  out  that  the  syllabus  in  each  field  contains  three 
lines  of  analysis;  that  the  general  surveys  contain  two  of  these 
lines;  that  every  student  should  be  thoroughly  familiar  with  the 
general  surveys  including  even  the  dates ; that  every  student  in  the 
class  should  be  able  to  show  some  fair  understanding  of  each  topic 
in  the  second  analysis  and  should  be  able  to  relate  it  both  to  pre- 
ceding and  subsequent  topics.  Within  the  broad  horizon  thus  indi- 
cated, teachers  ought  to  find  and  to  use  a large  freedom.”  In  spite 
of  this  injunction,  many  teachers,  finding  the  new  course  an  abrupt 
transition  from  ancient  and  English  history,  and  unwilling  to  cut 
down  the  content  of  these  long-established  subjects,  either  neglected 
other  parts  of  the  syllabus  or  overcrowded  it  by  giving  too  much 
time  to  these  fields.  Furthermore,  the  inclusion  in  the  modern 
history  courses  of  the  development  of  the  English  and  French  col- 
onies in  America  puzzled  many;  it  had  not  generally  been  taught 
in  detail  as  a part  of  the  scheme  of  world  history  with  which  it  has 
such  evident  associations.  The  situation  was  met  in  various  ways; 
the  alternatives  were  to  teach  colonial  history  as  it  is  usually  taught, 
as"  an  introduction  to  the  national  period  of  American  history,  to 
try,  with  considerable  difficulty  in  the  absence  of  any  available 
guides  on  the  subject,  to  organize  the  development  of  the  new 
world  with  the  life  of  the  old,  or  to  omit  this  field  except  for  the 
introductory  topics  and  the  story  of  the  American  Revolution.  It 
would  seem  hardly  possible  to  reconcile  these  conflicting  views ; the 
outline  here  presented,  however,  is  offered  in  the  hope  that  it  will 
meet  with  approval  and  conformity  from  those  who  are  willing  to 
agree  on  a minimum  outline  that,  because  of  its  very  limitations, 
affords  room  enough  for  expansion  on  those  periods  that  may  seem 
to  require  more  extended  treatment  than  is  indicated  by  the 
minimum  requirements  here  laid  down. 

In  addition  to  these  problems  involving  the  question  of  propor- 
tion in  the  larger  segments  of  the  syllabus,  many  difficulties  are 
inherent  in  any  attempt  to  set  the  first  year’s  work  of  a course  in 
history.  It  is  intended  for  those  high  school  pupils  least  mature  in 
age  and  acquaintance  with  historical  study;  it  covers  many  epochs 
and  incidents  the  respective  values  of  which  are  matters  of  some 
dispute;  its  field  is  so  comprehensive  that  great  care  must  be  exer- 
cised in  the  selection  of  materials  to  the  end  that,  while  continuity 
is  maintained,  no  important  topic  may  be  slighted ; yet  it  would  be 
very  easy  to  overburden  the  courses  and  bewilder  the  children. 


TilE  UNIVERSITY  OF  THE  STATE  OJ*  NEW  YORK 

leaving  in  their  minds  merely  a mass  of  disorganized  facts  rather 
than  a clear  and  coherent  conception  of  the  story  of  the  race. 

The  earlier  syllabus  suggests  the  way  to  maintain  continuity 
through  the  use  of  restraint.  “A  teacher  of  even  moderate  skill 
ought  sometimes  boldly  to  omit  or  rapidly  pass  over  certain  por- 
tions of  a syllabus.  By  the  use  of  one  political  or  military  cam- 
paign for  intensive  study  he  may  often  impart  to  pupils  enthusiasm 
and  a power  to  study  other  topics  for  themselves.” 

We  must  calculate  carefully  how  much  information,  valuable  as 
facts  are,  we  can  impart  without  distracting  attention  from  the 
great  process  of  change  and  development  that  underlies  and  unites 
widely  separate  events  of  history. 

With  the  selection  of  fields  of  study  and  the  proportion  of  time 
we  shall  give  to  each,  thus  conditioned  by  the  aims  and  limitations 
of  the  course  itself  and  by  the  suitability  of  our  materials  to  the 
pupils  who  are  to  use  it,  it  has  seemed  advisable  to  deviate  from 
the  former  syllabus  in  modern  history  part  i in  the  following 
respects : ( i ) to  give  considerably  more  time  to  ancient  history 

down  to  800  A.  D.,  (2)  to  decrease  the  time  allowance  for  medieval 
history,  especially  the  relations  of  church  and  state,  and  (3)  to 
modify  the  treatment  of  the  expansion  of  Europe  over  the  colonial 
world. 

Whether  or  not  those  are  oversanguine  who  hope  for  a renais- 
sance of  the  study  of  the  classical  languages  and  their  literature,  it 
is  unlikely  that  the  great  mass  of  our  pupils  will  ever  become 
acquainted  with  the  life  of  Greece  and  Rome  except  through  the 
medium  of  historical  study.  Without  dwelling  on  the  obvious  cul- 
tural values  of  the  study  of  ancient  history,  we  must  admit  its 
pedagogical  value  for  immature  pupils  as  proved  out  of  long  expe- 
rience. Ancient  society  was  simple  compared  with  the  complex 
interests  and  institutions  of  today.  It  presents  illustrative  material, 
simple  yet  striking,  that  readily  appeals  to  children,  such  as  the  fable 
of  Menenius  Agrippa  for  the  Bolshevik! ; the  story  of  Croesus  for  the 
complacent  plutocrat ; the  story  of  the  Gracchi  for  the  idealizing  and 
impractical  reformer.  The  two  nations  that  furnished,  the  one 
artistic  and  intellectual  leadership  to  the  world,  and  the  other  the 
expansion  of  civilization  through  the  spread  of  law  and  order  and 
peace  over  the  world,  need  no  champions.  If  we  need  to  go  a little 
less  fully  into  the  struggles  of  popes  and  kings  of  the  Middle  Ages 
to  provide  room  for  Plato  and  Caesar,  we  must  do  it;  we  can  not 
leave  out  of  the  scheme  of  studies  the  life  of  these  ancient  peoples 
who  are  near  to  us  in  everything  but  time. 


SYLLABUS  IN  HISTORY 


13 


Colonial  history  is  an  integral  part  of  world  history.  American 
colonial  history  is  no  more  vital  for  the  purposes  of  this  course, 
however,  than  any  other  field  of  colonial  history  except  in  so  far  as 
the  American  colonies  afifect  world  history  through  the  expansion 
and  wider  application  there  of  European  ideas  and  institutions  and 
react  in  turn  upon  Europe  itself.  Desire  for  colonies,  possession 
of  colonies,  the  importation  of  colonial  products  and  the  importance 
of  colonial  trade,  account  for  many  rivalries  and  changes  in 
European  life ; how  far  we  shall  go  into  the  internal  history  of 
various  colonies  in  this  course,  however,  is  to  be  determined  by  the 
extent  of  their  interaction  in  world  relations.  We  can  not  justify 
detailed  study  of  American  pioneer  life  in  this  place  as  a part  of 
American  history;  we  must  treat  American  colonial  history  in  this 
connection  in  the  same  manner  as  that  of  other  colonies,  giving  due 
proportion  to  American  history  as  an  influence  in  general  world 
history;  and,  while  we  can  not  forget  that  American  children  will 
find  a more  active  interest  in  colonial  programs  as  they  see  them 
applied  to  North  America,  we  run  the  risk,  while  availing  ourselves 
of  this  mode  of  approach,  of  leaning  to  the  narrow  point  of  view  we 
are  anxious  to  avoid.  American  colonies  might  be  taught  more 
intensively  than  others  as  type  colonies,  though  in  many  respects 
they  were  unique,  but  such  detailed  study  of  American  colonial  life 
and  institutions  belongs  rather  to  that  part  of  the  syllabus  devoted 
to  American  history.  The  definition  we  have  tried  to  give  of  the 
New  World  has  been  that  of  all  extra-European  civilization  brought 
into  the  stream  of  world  history  through  the  colonizing  movements 
since  the  fifteenth  century,  and  its  treatment  has  been  limited  mainly 
to  the  action  of  Europe  upon  greater  Europe  and  corresponding 
reactions,  the  second  set  of  influences  being  very  weak  at  first, 
though  of  , incalculable  effect  in  the  nineteenth  and  twentieth 
centuries. 

English  history  has  retained  its  prominent  place  in  the  course 
subsequent  to  800  A.  D.  for  obvious  reasons.  England’s  insular 
position  and  the  character  of  her  people  rendered  possible  an  orderly 
development  of  institutional,  economic  and  political  life  that  conti- 
nental Europe  with  its  incessant  wars  could  not  furnish.  Just  as 
artistic  and  intellectual  life  reached  its  highest  form  in  a peninsula 
set  off  by  itself,  and  the  development  of  law  and  ordered  govern- 
ment occurred  in  Italy,  so  in  the  little  island  of  England  democratic 
institutions  grew  up  untouched  by  continental  Europe.  This  growth 
of  the  spirit  of  liberty,  supplemented  by  the  extension  of  its  fruits 


14 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


to  Other  lands,  gives  us  through  the  study  of  English  history  a 
starting  point  for  the  understanding  and  appreciation  of  the  insti- 
tutions of  all  Anglo-Saxon  peoples.  Democracy  is  level  through 
most  of  the  world  today;  yet,  if  we  wish  to  avail  ourselves  of  the 
educational  values  of  studies  formative  of  good  citizenship,  cer- 
tainly the  progressive  aspect  of  the  rise  of  democracy  in  England 
affords  an  excellent  opportunity  to  keep  the  lessons  of  popular  gov- 
ernment before  our  pupils.  Advancing  more  slowly  than  we  might 
wish,  yet  always  advancing,  there  is  before  us  the  movement  for  a 
widening  of  rights,  accumulating  strength  as  it  proceeds  finally  to 
assert  itself  over  the  forces  for  reaction.  Governmental  evolution, 
orderly  change,  peaceful  progress,  these  are  not  bad  things  for 
pupils  to  think  about. 

The  brief  forewords  to  the  twenty-six  topics  are  intended  as 
summary  statements  of  what  these  various  epochs  stand  for;  taken 
together  they  should  present  a fair  outline  of  what  the  whole 
course  is  meant  to  cover.  With  the  major  topics  understood  as 
merely  minimum  requirements,  few  teachers  will  be  satisfied  with 
the  limited  field  they  comprise,  yet  it  is  to  be  hoped  that  those  who 
prefer  intensive  to  extensive  study  may  find  satisfaction  in  the 
feeling  that  by  a wise  self-denial  in  the  matter  of  requirements,  they 
may  have  taught  their  pupils  precision  in  what  they  know,  without 
shutting  on  them  entirely  the  doors  to  any  of  the  great  avenues  of 
historical  study  into  which  they  may  desire  to  proceed  further 
when  time  and  circumstances  permit. 

The  teacher  is  not  to  assume  that  a date  is  to  be  learned  because 
it  appears  in  the  syllabus.  Many  dates  have  been  put  in  merely  to 
indicate  chronological  sequence.  The  teacher,  with  the  assistance 
of  a good  text,  should  select  only  a small  number  of  absolutely 
essential  dates  which  a pupil  should  be  called  upon  to  know.  It  is 
far  more  important  to  know  the  relative  order  of  events  than  to 
know  exact  dates.  In  many  cases  a knowledge  of  what  quarter  of 
a century  an  event  took  place  in  is  all  that  is  essential. 

RECENT  WORLD  HISTORY,  COURSE  B 
From  the  French  Revolution  to  ip20 

The  world  war  for  democracy  has  convinced  every  thoughtful 
American  of  the  importance  of  a knowledge  of  the  history  of  the 
world  for  the  past  century  and  a half.  Without  an  understanding 
of  the  mighty  forces  at  work  in  the  world  during  that  period,  it  is 
impossible  to  comprehend  either  the  causes  that  produced  this 


SYLLABUS  IN  HISTORY 


15 


greatest  of  all  crises  in  the  history  of  mankind,  or  its  significance 
in  the  progress  of  the  world.  This  epoch-making  conflict  has  pro- 
foundly altered  the  destinies  of  all  peoples  and  of  every  individual 
on  earth,  either  directly  or  indirectly.  Americans  who  take  the 
duties  and  responsibilities  of  citizenship  seriously,  no  longer  dare 
ignore  the  history  of  other  nations.  Just  in  proportion  as  we  come 
into  a serious  consciousness  of  our  own  national  evolution  and  our 
own  great  ideals,  we  shall  see  that  the  welfare  of  Europe,  Asia, 
Africa  and  Australia  is  inevitably  intertwined  with  the  welfare  of 
America. 

This  fundamental  conception  of  the  interdependence  of  all 
nations  constitutes  the  central  idea  in  the  preparation  of  this  por- 
tion of  the  syllabus.  Since  the  civilization  of  the  world  today  is 
largely  due  to  the  immigration  of  European  peoples  and  to  the 
expansion  of  European  ideals  and  institutions  to  various  parts  of 
the  earth,  the  history  of  Europe  has  been  made  the  central  theme. 
If  the  American  Revolution  marks  the  beginning  of  the  new  era  in 
the  world,  its  roots  may  be  traced  back  to  the  long  struggles  for  civil 
and  religious  liberty  in  England  and  on  the  European  continent.  It 
was  a historical  fact  of  worldwide  significance  that  in  the  library 
of  Lafayette,  the  hero  of  two  revolutions,  there  hung  side  by  side 
the  American  Declaration  of  Independence  and  the  French  Declara- 
tion of  the  Rights  of  Man. 

How  to  organize  this  mighty  sweep  of  six  generations  of  world 
history  without  violating  its  continuity  and  unity  has  been  a very 
difficult  problem.  To  accomplish  this  purpose  necessitated  a com- 
bination of  both  topical  and  chronological  arrangement.  The  fol- 
lowing topics  have  been  incorporated  in  the  syllabus  and,  so  far  as 
seemed  wise  in  showing  relationships,  the  time  sequence  has  been 
followed  under  each  topic : 

(i)  Problems  of  the  period,  (2)  Survey  of  the  civilization  of  the 
world  in  1789,  (3)  The  French  Revolution  (1789-99)  and  its  influ- 
ence on  other  peoples,  (4)  The  Napoleonic  era  (1799-1815)  and 
its  world  results,  (5)  Period  of  reaction,  restorations  and  repres- 
sion (1815-48),  (6)  The  industrial  revolution  and  the  growth  of 
democracy  (1815-48),  (7)  The  development  of  nationalism,  (8) 
The  rise  of  national  imperialism,  (9)  Spread  of  European  civiliza- 
tion over  the  world,  (10)  International  relations,  (ii)  The  world 
war  for  democracy,  (12)  The  Russian  revolution,  (13)  Survey  of 
contemporary  civilization,  (14)  Review  and  summary. 

This  course  in  recent  world  history  is  planned  primarily  for 
pupils  whose  education  for  citizenship  and  service  will  end  in  the 


l6  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

high  school,  but  it  should  prove  still  more  valuable  for  those  pre- 
paring to  enter  college.  It  will  probably  be  taught  in  the  second  or 
third  year  of  the  high  school. 

The  material  printed  in  italics  is  to  be  regarded  as  constituting 
the  necessary  essentials  of  the  course.  This  additional  material  is 
included  for  the  teacher’s  guidance  and  for  more  detailed  study  of 
the  special  period  she  may  select. 

Since  much  that  appears  in  the  textbooks  now  available  may  be 
omitted,  and  much  that  does  not  appear  should  be  included,  teachers 
are  advised  to  follow  closely  the  topics  of  the  syllabus.  If  this 
advice  is  followed,  pupils  will  see  and  understand  the  significant 
forces  and  movements  in  the  world’s  history  during  the  past  one 
hundred  fifty  years  without  being  swamped  in  a mass  of  innum- 
erable details.  The  world  point  of  view  and  not  that  of  any  par- 
ticular group  of  people  should  be  the  goal  of  the  year’s  study. 

Outside  reading  should  be  assigned,  but  always  with  some  specific 
problem  in  mind ; and  this  work  should  be  taken  seriously  and 
thoroughl}"  tested  by  the  teacher.  Written  papers  and  reports  on 
definite  historical  problems  requiring  the  use  and  sifting  of  sources 
and  evidences  are  valuable,  but  should  be  gauged  to  the  ability  and 
personality  of  the  pupils.  Notebooks  may  prove  valuable  aids  if 
properly  supervised.  The  teacher  should  not  neglect  the  oppor- 
tunity to  have  pupils  discuss  the  resemblances  and  dififerences  be- 
tween movements,  events  and  institutions  of  the  past  decades  and 
those  of  the  present  time,  nor  should  the  origins  of  important 
world  afifairs  today  be  neglected.  Perhaps  in  no  field  of  history  is 
intelligent  and  constructive  map  work  more  vitally  necessary  or 
more  interesting  than  in  the  period  here  covered.  Hence,  map  prob- 
lems should  be  assigned  on  both  a globe  and  flat  maps.  Pictures 
either  with  or  without  a lantern  may  be  used  to  advantage.  The 
use  of  these  devices,  it  must  be  remembered,  however,  is  merely 
means  to  an  end,  namely,  to  feel  the  ideas  and  happenings  of  the 
past  and  to  understand  their  relation  to  the  present. 

In  teaching  this  new  course,  special  obligations  of  careful  prepar- 
ation and  wise  guidance  are  imposed  on  the  teacher  by  both  the 
scope  and  the  freshness  of  the  field  covered.  But  the  well-trained 
teacher  with  the  new  vision  should  have  no  difficulty  in  accomplish- 
ing the  purposes  of  the  course. 

AMERICAN  HISTORY  AND  INSTITUTIONS,  COURSE  C 

In  attempting  to  make  a new  and  better  syllabus  for  American 
history,  a radical  departure  has  been  made  from  the  form  of  the 


SYLLABUS  IN  HISTORY 


17 


old  syllabus.  The  chronological  order  has  been  partially  abandoned, 
and  the  field  has  been  outlined  in  seven  main  topics : ( i ) The  evo- 

lution of  the  American  nation  itself,  (2)  The  rise  and  progress  of 
our  democratic  political  ideals  and  parties,  (3)  The  history  of  for- 
eign relations  of  the  United  States,  (4)  The  wonderful  economic 
development  of  the  people,  (5)  Social  development  in  the  United 
States,  (6)  The  evolution  of  our  government  with  its  great  civic 
problems,  (7)  A summary  of  American  democratic  ideals. 

It  seems  wise  and  right  that  the  teacher  of  American  history  in 
the  senior  high  school  should  assume  that  students  retain  a fair 
chronological  knowledge  of  the  subject  from  their  training  in 
grammar  school.  If  the  pupil  finds  that  he  is  expected  to  have 
retained  in  memory  that  preliminary  knowledge,  he  can  usually 
recollect  it  with  little  effort;  and  so  take  up  under  the  teacher’s 
guidance  the  topical  method  of  studying  the  subject  without  much 
trouble  or  confusion.  If  the  teacher  emphasizes  or  calls  to  his 
attention  the  fact  that  he  is  doing  advanced  work  in  a subject  that 
he  has  already  had  in  its  elementary  form,  the  pupil  will  take  inter- 
est and  pride  in  studying  the  subject  from  the  new  topical  point  of 
view. 

If  in  the  judgment  of  the  teacher,  however,  the  chronological 
method  of  studying  the  subject  should  be  adhered  to,  the  syllabus 
can  be  easily  adapted  to  that  method.  The  second  topic,  “ The  rise 
' of  American  democracy,”  will  form  the  main  skeleton  of  the  sub- 
ject matter,  and  the  material  in  the  other  topics  may  gradually  be 
woven  into  the  subject  as  the  study  proceeds.  If  this  more  con- 
servative plan  is  followed,  it  would  be  wise  to  find  time  at  the  end 
to  review  the  subject  matter  topically. 

In  a high  school  containing  a good  reference  library,  the  first 
topic,  “America,  a nation  of  immigrants,”  will  afford  no  difficulties. 
A typewritten  outline  could  be  placed  directly  in  the  hands  of  the 
^pupils,  and  much  good  library  work  could  be  done  before  any  text- 
book assignments  were  made.  This  would  be  a fresh,  unusual 
approach  to  the  subject  and  one  that  would  awaken  enthusiasm 
because  the  topic  itself  is  so  vital  and  interesting.  If,  however,  a 
teacher  works  under  the  handicap  of  no  good  reference  library 
at  hand,  she  could  present  the  topic  to  the  pupils  in  interesting 
lecture  form  during  the.  first  week  of  the  term. 

The  second  topic,  “ The  rise  of  democracy  in  the  United  States,” 
forms  the  main  thread  of  the  whole  subject.  In  developing  the 
topic  an  effort  has  been  made  to  bring  out  the  truth  that  almost 
every  important  event  in  American  history  has  played  some  part  in 


l8  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

broadening  and  deepening  the  great  democratic  ideal  for  which  the 
Nation  stands  and  toward  which  it  is  trying  to  grow.  No  pupil 
should  finish  the  subject  without  being  made  to  feel  vitally  that  the 
achieving  of  democracy  is  a long,  necessarily  slow  process,  and  that 
each  generation  has  contributed,  and  must  still  contribute  for  many 
future  years  its  labor  toward  the  making  of  the  ideal  a reality,  in 
every  phase  of  our  national  life. 

The  rise  and  fall  of  political  parties,  and  the  part  each  has  played 
in  shaping  the  destiny  of  the  United  States,  should  be  made  clear 
while  developing  this  second  topic.  No  effort  should  be  spared  on 
the  part  of  the  teacher  to  present  this  phase  of  the  subject  in  a 
neutral,  nonpartisan  way,  so  that  all  points  of  view  may  be  placed 
before  the  pupil,  and  he  may  make  his  own  decisions.  Only  so  can 
we  train  our  pupils  to  become  independent,  unprejudiced  citizens 
and  not  subservient  followers  of  party  machines. 

Most  teachers  will  probably  feel  that  the  topic,  “ Foreign  rela- 
tions of  the  United  States,”  can  best  be  taught  in  conjunction  with 
the  topic,  “ The  rise  of  democracy.”  There  is  no  objection  to  so 
doing,  but  it  should  be  reviewed  by  itself  later  on.  The  last  five 
years  seem  to  prove  that  American  history  must  be  more  and  more 
closely  linked  with  world  history  as  the  years  go  by,  and  American 
boys  and  girls  should  be  made  to  feel  that  good  citizenship  not  only 
includes  proper  relation  to  one’s  city,  state  and  nation,  but  to  the 
world  beyond  our  geographical  boundaries,  and  that  the  nation  no 
more  than  the  individual  lives  unto  itself  alone. 

In  the  new  era  of  America  in  which  we  are  living,  the  problem 
of  how  best  to  achieve  economic  and  social  democracy  is  becoming 
increasingly  important.  The  problems  which  most  vex  our  own 
country  and  the  world  at  large  are  social  and  economic.  Few  high 
schools  have  found  a place  for  economics  and  social  science  as  sep- 
arate subjects  in  their  courses  of  study.  We  are  educating  in  these 
schools  an  advanced  class  in  citizenship.  To  send  out  their  pupils^ 
with  practically  no  knowledge  of  these  subjects,  without  even  any 
understanding  of  their  underlying  principles  or  of  the  technical 
terms  used  in  popular  discussion,  is  for  the  high  schools  to  fail  in 
a very  important  part  of  their  mission. 

To  remedy  the  present  situation,  somewhat  more  definite  outlines 
in  social  and  economic  development  than  those  of  the  1910  syllabus 
have  been  given  place  in  the  present  one.  It  is  hoped  that  the 
history  teachers  of  the  State  will  give  full  weight  to  the  considera- 
tions here  presented  and  devote  a fair  share  of  attention  to  the 
social  and  economic  side  of  our  history. 


SYLLABUS  IN  HISTORY 


19 


The  requirements  of  the  statute  with  respect  to  the  teaching  of 
civics  in  the  schools  of  this  State  are  to  be  met  by  a separate  course 
in  civics  in  either  the  first  or  the  second  year  of  the  high  school 
course ; therefore,  in  dealing  with  the  sixth  topic  of  Course  C,  relat- 
ing to  the  governmental  development  of  the  United  States,  an  effort 
has  been  made  to  include  only  those  topics  that  are  of  present-day 
vital  interest  to  good  citizenship. 

Finally,  in  the  summary  topic,  “ The  ideals  of  the  American 
democracy,”  the  pupil  should  take  leave  of  his  study  of  the  subject 
with  the  impression  that  the  past  generations  of  Americans  have 
lighted  the  torch  that  is  to  be  the  guide  toward  our  democratic  des- 
tiny, that  they  have  done  noble  pioneer  work  in  partially  clearing 
the  path  toward  that  great  goal,  but  that  there  is  much  work  still  to 
be  done  by  present  and  future  generations  if  America  is  to  remain 
true  to  her  great  ideals  and  develop  here  in  this  western  hemisphere 
a perfect  democracy. 


20 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


A THREE-YEAR  COURSE  IN  WORLD  HISTORY 

AS  A MAJOR  SEQUENCE 

Course  A 

First  year: 

(Second  year  of  high  school) 

A general  survey  of  the  development  of  world  civilization,  five 
periods  a week  for  the  year. 

First  term: 

The  rise  of  civilization,  to  800  A.  D.  (a  brief  review  of  ancient 
history) 

Second  term : 

The  growth  of  civilization,  to  1789  A.  D.  (emphasizing  English 
history  and  the  colonial  expansion  of  Europe) 

Course  B 

Second  year: 

(Third  year  of  high  school) 

First  and  second  terms : 

A more  detailed  study  of  world  history, 
ing  English  and  American  history  in 
Five  periods  a week  for  the  year 

Course  C 

Third  year: 

(Fourth  year  of  high  school) 

First  and  second  terms : 

A more  detailed  study  of  American  history,  institutions  and 
government,  five  periods  a week  for  the  year. 

The  major  topics  of  this  course  are: 

1 The  Americans  — a nation  of  immigrants 

2 The  rise  of  democratic  institutions  in  the  United  States 

3 The  foreign  relations  of  the  United  States 

4 Economic  history  of  the  United  States 

5 Social  development  in  the  United  States 

6 Development  of  our  governmental  system 

7 American  ideals  , ’ ^ 


1789-1920  (emphasiz- 
their  world  relations) 


SYLLABUS  IN  HISTORY 


21 


A TWO-YEAR  COURSE  IN  WORLD  HISTORY 

AS  A MINOR  SEQUENCE 

First  year:  . 

(Second  or  third  year  of  high  school) 

First  and  second  terms : 

A one-year  course  in. the  development  of  world  civilization,  taken 
from  the  italicized  topics  in  course  A and  course  B of  the  major 
sequence. 

Second  year:  . v:  ; . ; , ^ ! 

(Fourth  year  of  high  school) 

First  and  second  terms : 

Course  C of  the  major  sequence,  namely,  American  history, 
institutions  and  government.- 


OPTIONS 

Any  school  that  wishes  may  give  a two-year  course  consisting  of 
course  C of  the  major  sequence  preceded  by  either  course  A or 
course  B,  instead  of  the  minor  sequence.  The  first  year  of  the 
minor  sequence  covers  a wide  field  and  is  not  recornmended  for  the 
smaller  schools. 

CREDIT  FOR  CERTIFIED  READINGS 

A maximum  of  lo  credits  may  be  given  in  each  of  the  courses  for 
the  satisfactory  completion  of  required  readings.  To  receive  any 
credit,  at  least  500  pages  of  reading  from  at  least  six  different 
authors  must  be  certified  to  by  the  teacher  and  by  the  pupil.  Not 
over  100  pages  of  fiction  and  no  reading  from  high  school  textbooks 
can  be  credited. 

TIME  ALLOTMENT 

Following  the  precedent  set  in  the  syllabus  of  1905  and  continued 
in  1910,  a suggested  time  allotment  precedes  courses  A and  B.  To 
allow  complete  freedom  in  the  topical  treatment  of  course  C,  no  time 
allotment  is  suggested. 


22  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Course  A 

Major  sequence 

Per  cent 

c-  , . of  total 

Pirst  term  recitations 

I Introduction 2 

II  The  ancient  East  3 

III  Hellas  and  the  Hellenes  to  the  end  of  the  Homeric  a^e 2 

IV  The  preparatory  period  (750-480  B.  C.) 3 

V The  classical  or  golden  age  (480-431  B.  C.) 8 

VI  Discord  in  Greece  and  its  decline  as  a political  force  (431-362 

B.  C.)  2 

VII  Alexander’s  Empire  2 

VHI  Development  of  the  early  Roman  republic 2 

IX  Roman  conquest  to  13 1 B.  C 3 

X A century  of  civil  strife  (131-31  B.  C.) 5 

XI  The  empire  (31  B.  C -180  A.  D.) 5 

XH  Decline  and  fall  of  the  Roman  empire  (180-476  A.  D.) 3 

XIII  The  coming  of  new  forces  in  world  ^history 4 

XIV  The  Frankish  kingdom  and  the  papacy 2 

Second  term 

XV  Feudalism 3 

XVI  Germany,  the  church  and  Italy  in  the  Middle  Ages 2 

XVH  The  East  and  the  crusades  2 

XVHI  France  through  Louis  XI  (1483) 2 

XIX  England  to  1485  4 

XX  The  Renaissance  5 

XXI  The  reformation  and  period  of  the  religious  wars 4 

XXH  England  under  the  Tudors  (1485-1603) 3 

XXIII  The  Puritan  revolution  and  royalist  reaction  (1603-1688) 5 

XXIV  Expansion  of  Europe  over  the  world 8 

XXV  Struggle  for  the  balance  of  power  in  the  eighteenth  century 6 

XXVI  Rise  of  Russia  and  Prussia  2 

Review 8 

First  year,  first  term  (see  paragraph  in  black  face  type  on  page  10)  : 

THE  RISE  OF  CIVILIZATION ; TO  800  A.  D. 

I Introduction.  Providing  the  pupil  with  some  of  the  equipment 
needful  for  intelligent  study  of  the  subject  and  bringing  him  down  to 
the  threshold  of  recorded  history. 

A The  field  of  history. 

1 Definition. 

2 Materials  for  its  study  — unwritten  and  written. 

3 Geographical  influences : waterways,  mountains,  climate, 

products,  soil  etc. 

4 Value  of  the  study  of  history:  information,  culture, 

toleration,  lessons  it  affords,  training  in  the  weighing  of 
evidence. 


SYLLABUS  IN  HISTORY 


23 


B Primitive  man. 

1 Our  earliest  ancestors  — mentality  and  civilization. 

2 Narrow  interests  of  early  man. 

3 Successive  broadening  of  interests  and  progress  to  higher 

culture:  (a)  old  stone  age;  (^)  new  stone  age;  (c)  the 
age  of  metals. 

4 The  immense  gap  between  the  race  then  and  now.  (Illus- 

tration regarding  early  man  may  well  be  drawn  from 
the  American  Indian.) 

5 In  tracing  the  transition  from  savagery  to  the  beginnings 

of  civilization,  there  should  be  a brief  consideration  of 
such  forward  steps  as  are  indicated  by  the  following: 
fire;  pottery;  tools  and  weapons  of  progressive  fine- 
ness ; the  beginning  of  agriculture  and  the  domestication 
of  animals ; the  early  processes  of  spinning,  weaving 
and  metal  working  which  accompany  man’s  ascent 
from  savagery  and  through  barbarism  until  history 
dawns  with  the  invention  of  writing. 

II  The  ancient  East,  The  ancient  East  not  only  furnishes  the 
background  for  Greek  and  Roman  history,  but  it  also  affords  oppor- 
tunity for  study  and  definition  of  the  varied  interests  that  form  the 
field  of  history. 

A Geographical  extent  and  unity  of  the  ancient  East. 

1 Water  routes. 

2 Land  routes. 

3 Fertility  of  sections  as  a factor  in  early  development. 

4 The  bond  of  commerce. 

B The  ancient  nations  of  the  East.  (In  this  course  we  can  not 
afford  a narrative  study  of  internal  development ; we 
must  limit  ourselves  to  the  striking  features  of  their 
history  and  institutions.) 

1 Their  heritage  from  primitive  man. 

2 The  foundations  for  Greek  and  Roman  history. 

3 Egypt:  (a)  the  land,  ''Gift  of  the  Nile'*;  (b)  govern- 

ment; (c)  religion,  the  priests,  immortality  of  the  soul, 
temples  and  monuments ; (d)  picture  writing,  learning, 
sciences;  (e)  industries  and  industrial  achievements; 
(/) classes  of  the  people  and  standards  of  living; 
(g)  contact  with  other  peoples  through  war  and 
commerce. 


24 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


4 The  Mesopotamian  countries:  (a)  Tigris  and  Euphrates 

valleys;  (b)  early  Chaldea,  astrology;  (c)  the  laws  of 
Hammurabi,  cuneiform  writing,  influence  on  Syria  and 
Palestine,  science;  (d)  Assyria,  application  to  material 
pursuits,  its  army,  conquests  and  imperial  organization, 
industries  and  trade,  Nineveh,  libraries  and  palaces, 
debt  to  Chaldea;  (e)  later  Babylonian  empire,  the 
Medes,  overthrow  of  Assyria  608  B.  C.,  Nebuchad- 
nezzar, captivity  of  the  Jews,  Babylon,  hanging  gardens, 
conquest  by  Cyrus  (538  B.  C.). 

5 Phoenicia:  the  narrow  coastland,  Tyrian  purple,  **  the 

missionaries  of  civilization/*  visits  to  Spain,  Britain 
etc..  Tyre  and  Sidon,  scientific  knowledge,  phonetic 
alphabet. 

6 The  Hebrews:  their  home,  the  migration  to  it  under 

Moses,  Mosaic  law,  the  kings,  David,  Solomon,  the 
captivities,  conquest  by  Rome,  end  of  Judea  as  an  inde- 
pendent state;  permanent  features  of  Jewish  ck'iliza- 
tion,  their  moral  code,  monotheism,  the  Bible,  the  birth 
of  the  Christian  religion.  {Prospect  for  a political 
Judea  today.) 

7 Lydia:  the  link  between  East  and  West;  its  trade;  coin- 

age; weights  and  measures,  Croesus. 

8 Persia:  ideals  and  training  of  the  Persians;  conquests 

with  special  reference  to  Cyrus;  Darius  and  the  per- 
fection of  their  imperial  organization  — tribute,  satra- 
pies, post  roads;  culture,  art,  religion. 

Map:  The  Persian  empire  with  its  roads  and  the  routes  of 
trade  will  serve  as  a survey  of  the  ancient  East.  ' 

It  would  be  well  for  the  teacher  to  show  by  illustration  the 
importance  of  oriental  culture  as  the  background  and 
basis  for  Grecian  civilization. 

Ill  Hellas  and  the  Hellenes  to  the  end  of  the  Homeric  age 

(700  B.  C.),  to  give  an  insight  into  the  environment  and  back- 
ground of  the  Greeks,  physical,  social  and  spiritual. 

A The  Greek  world 

1 Greece  proper  {European  Greece),  influence  of  moun- 

tains etc.,  upon  the  people. 

2 The  Aegean  and  its  islands,  " The  paths  of  ocean.** 

3 Asiatic  Greece,  meeting  of  the  east  and  west. 


SYLLABUS  IN  HISTORY 


25 


4 Greater  Greece,  the  colonial  world,  ‘‘wherever  Greeks 
were,  there  was  Greece'* 

B The  beginnings  of  a real  European  civilization. 

1 Coming  of  the  Hellenes,  lonians,  Dorians,  Aeolians. 

2 Homeric  age  (1000-700  B.  C.)  : {a)  Homer,  Iliad  and 

Odyssey;  (b)  the  tribal  state:  king,  council,  assembly; 
(c)  life  of  the  people;  classes  of  society,  occupations, 
religious  ideas,  manners. 

C The  Greek  people. 

1 The  Greek  intellect:  (a)  The  mind  open  to  new  ideas; 

{b)  active  imagination  shown  in  their  mythology ; 
(c)  adaptiveness. 

2 Tendency  to  separatism  as  a factor  in  their  history. 

3 Bonds  of  union:  (a)  the  language;  (b)  literature;  (c) 

race;  (d)  games;  (e)  religion;  (/)  racial  and  religious 
leagues. 

4 As  the  successive  phases  of  Greek  history  are  taught, 

emphasis  should  be  laid  on  the  contributions  to  later 
civilisation  of  Greek  literature,  art  and  philosophy. 

IV  The  preparatory  period  (750-480  B.  C.).  In  this  period 
Greece  found  herself.  Athens,  after  making  great  strides  toward 
political  and  social  unity,  and  successfully  facing  the  peril  from 
the  Persians,  stands  ready  to  develop  the  marvelous  literary  and 
artistic  impulses  already  in  force. 

A Greek  colonization. 

1 The  myth  of  Jason. 

2 A Greek  colony:  (a)  motives;  (b)  character;  (c)  com- 

parison with  modern  colonisation. 

3 Areas  of  colonization  with  illustrative  treatment  of  two 

such  colonies  as  Croton  and  Naucratis. 

B The  Greek  conception  of  the  city-state,  early  government, 
the  chief  city-states'  evolution  in  government. 

C The  Spartans. 

1 Legend  of  Lycurgus. 

2 Classes  of  the  people. 

3 Military  basis  for  education  and  life. 

4 Their  virtues  and  faults  compared  with  the  more  progres- 

sive lonians. 

D The  rise  of  Athens  to  democracy. 

I Abolition  of  the  monarchy  — traditional  and  probable 
explanations. 


26 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


2 Rule  of  the  aristocracy:  (a)  the  Eupatrids;  (b)  Draco; 

(c)  Solon:  economic  and  social  reforms. 

3 The  tyranny:  (a)  Pisistratus;  (b)  character  of  the 

tyranny;  (c)  expulsion  of  the  tyrants. 

4 Clisthenes:  (a)  new  classification  of  citizens;  {h)  politi- 

cal reforms;  (c)  ostracism;  {d)  importance  of  his 
reforms  in  the  face  of  Persian  invasion. 

E The  struggle  for  Greek  independence. 

1 The  first  invasion:  Marathon  (490  B.  C.). 

2 The  ten  years’  respite:  (a)  Themistocles  and  the  Athenian 

navy;  {b)  effort  at  Corinth  for  concerted  action. 

3 The  second  great  invasion  under  Xerxes:  (a)  comparison 

of  contestants ; (b)  Thermopylae,  Leonidas  and  the 
Three  Hundred;  (r)  Salamis  (480  B.  C.). 

4 Liberation  of  Asiatic  Greece. 

5 Carthage  attacks  Sicily. 

6 Results  of  Grecian  success  in  (a)  the  rise  of  Athens; 

{b)  stimulus  to  art  and  literature. 

(Notebook  topic:  Our  debt  to  Marathon) 

V The  classical  or  golden  age:  Athens  preeminent  (480-431 
B.  C.).  The  great  creative  age,  with  the  Greek  world  in  the  full 
bloom  of  its  wonderful  constructive  imagination,  producing 
intellectual  and  artistic  achievements  that  stand  as  a model  for  all 
time.  In  political  life  Greece  under  Athens  comes  nearer  to  unity 
than  at  any  other  time  of  its  independent  history.  The  Athenian 
democracy  is  perfected.  It  furnishes  numerous  analogies,  some 
more  striking  than  true,  however,  for  later  students  of  politics. 

A Creation  of  an  Athenian  empire. 

1 The  confederacy  of  Delos:  (a)  formation;  {b)  evolution 

into  an  empire;  (c)  extent.  {Aristides) 

2 Land  empire:  conquest  and  withdrawal. 

B The  government  of  Athens  under  the  leadership  of  Pericles. 

1 Direct  democracy ; its  weakness. 

2 Organization  of  the  government:  (a)  ecclesia;  (b)  perils 

in  a unicameral  system  {revolt  of  Mytilene) ; {c)  pay 
to  citizens,  etc. 

3 Social  services  of  the  government. 

4 Limitations  of  the  Athenian  democracy:  (a)  subject 

states;  {b)  metics;  {c)  slaves. 


SYLLABUS  IN  HISTORY 


27 


C The  golden  age  of  art  and  literature. 

1 Pride  in  artistic  achievement. 

2 Art:  (a)  the  Acropolis  — Propylea;  Parthenon,  a typical 

Greek  temple;  frieze;  (h)  sculpture — Athena  and 
Olympian  Zeus  by  Phidias;  the  discus  thrower; 
Praxiteles. 

3 The  drama:  (a)  the  Greek  theater;  (b)  idea  of  Nemesis 

in  Greek  tragedy;  (c)  Aeschylus;  (d)  Sophocles;  (e) 
Euripides;  (/)  Aristophanes. 

4 History:  Herodotus,  Thucydides,  Xenophon. 

5 Philosophy:  Socrates,  Plato,  Aristotle. 

6 Oratory. 

D Life  of  the  people. 

1 Industries  and  wealth. 

2 Home  life  {position  of  women;  child  life). 

3 Education. 

4 Pericles  as  the  best  type  of  Athenian;  the  funeral  oration. 
The  teacher  should  endeavor  to  leave  in  the  mind  of  the 

pupil  a vivid  picture  of  life  in  the  Periclean  age. 

Map:  The  ancient  world  in  the  days  of  Pericles  to  illustrate 
the  extent  of  civilization  at  that  time  in  Greece,  the  Greek 
colonial  world  and  the  ancient  East. 

VI  Discord  itx  Greece  and  its  decline  as  a political  force 

(431-362  B.  C.)-  A time  of  contrasts:  chaos  and  strife  between 
Ionian  and  Dorian,  while  in  the  realm  of  the  intellect  the  great 
thinkers  seek  for  a rule  of  order  through  study  of  the  meaning  and 
purpose  of  the  great  facts  of  human  existence. 

A The  Peloponnesian  wars. 

1 Dorian  and  Ionian  hostility. 

2 Special  causes  for  war  in  the  allied  states. 

3 First  stage  (431-421  B.  C.)  : land  power  vs.  sea  power. 

4 Second  stage:  the  catastrophe  at  Syracuse  (415— 413 

B.  C). 

5 Third  stage:  the  downfall  of  Athens  and  the  break-up 

of  her  empire.  (Alcibiades  the  demagogue;  contrast 
with  Pericles. 

6 Effects  on  Athens,  Sparta,  Asiatic  Greece  and  Persia. 
B Leadership  of  Sparta  (404-371  B.  C.). 

C Leadership  of  Thebes  (371—362  B.  C.). 

D Greater  Greece. 

1 Syracuse  under  Dionysius. 

2 Asiatic  Greece  under  Persia. 


28 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


VII  Alexander's  empire.  One  of  the  seeming  paradoxes  of 
history:  the  rude  people  from  the  North,  untouched  by  the  finer 
influences  of  Hellenic  life  and  thought  handing  the  torch  of  the 
Greeks  to  other  peoples  and  later  generations. 

A The  Macedonians;  land  and  people. 

B Philip  of  Macedon. 

1 Character  and  policy. 

2 The  new  phalanx,  his  resources. 

3 Chaeronea  (338  B.  C.). 

4 Demosthenes. 

C Alexander  (336-323  B.  C.). 

1 Education  and  ideals. 

2 Conquests:  (a)  Issus  and  the  road  to  Egypt;  (b)  Arbela 

and  the  conquest  of  Persia  (jji  B.  C.);  (c)  the  far 
East;  (d)  the  return  march. 

D Attempt  to  Hellenize  the  East. 

1 Orientalization  of  his  court. 

2 Elision  of  races. 

3 Greek  cities  and  customs  in  the  East,  Alexandria. 

E The  Hellenistic  world  after  Alexander. 

1 Break-up  of  his  empire. 

2 The  great  centers  of  Hellenistic  culture:  (a)  Athens  — 

new  schools  of  philosophy.  Stoic  and  Epicurean;  (b) 
Alexandria  — museum.  Pharos,  Euclid,  commercial 
importance;  (r)  Rhodes  — school  of  oratory;  {d) 
Antioch  — wealth  and  cosmopolitan  character. 

3 Greece,  a Roman  province  (146  B.  C.). 

4 Lack  of  stability  in  the  fragments  of  Alexander’s  empire 

paved  the  way  for  Roman  conquest. 

VII I Development  of  the  early  Roman  republic.  Steps  toward 
a definite  political  and  social  organization  prior  to  the  period  of 
expansion. 

A Phases  of  Roman  history. 

1 “ Rome  is  the  vast  lake  in  which  all  the  streams  of 

earlier  history  lose  themselves  and  from  which  all 
the  streams  of  later  history  flow  forth  again.”  Free- 
man. 

2 Rome  as  a conquering,  governing  and  civilizing  nation, 
i)  Strategic  position  of  Italy  and  Rome. 

I Italy's  central  position  in  the  great  Mediterranean 
highway. 


SYLLABUS  IN  HISTORY 


29 


2  Rome's  central  position  in  Italy. 

2,  The  Seven  Hills. 

C Physical  features  of  Italy. 

I  The  Alps  and  Apennines,  military  and  climatic  signifi- 
cance. 

2 Rivers  of  Italy. 

3 Coast  line;  Italy  faces  the  west. 

4 Products  of  Italy.  1 

D The  legendary  period  of  the  kings. 

1 Racial  origins  of  the  people  of  Italy. 

2 The  Etruscan  influence. 

E Society  and  institutions  of  early  Rome. 

1 Religion. 

2 Family  life;  position  of  the  father. 

3 Social  classes,  patricians,  plebeians,  slaves. 

4 Government:  king,  senate,  assembly  (curiata). 

5 Ideals  of  character  and  conduct  handed  down  to  later 

times  by  stories  of  Brutus,  Cincinnatus,  Curtius  etc. 

6 Occupations  of  the  people. 

F Unified  political  and  social  organization  by  286  B.  C. 

1 Expulsion  of  the  kings;  creation  of  an  aristocratic 

republic. 

2 The  three  charters  of  Roman  liberty:  (a)  the  Twelve 

Tables;  (b)  Licinian  laws ; (c)  Hortensian  laws  (286 

B.  C.). 

3 Roman  democracy ; direct  not  representative. 

4 Organization  of  the  government  of  the  republic:  dictator, 

tribunes,  consuls,  comitiae,  power  and  character  of  the 
senate. 

IX  Roman  conquests  to  131  B,  C.  The  story  of  how  Rome  con- 
quered Italy  and  was  drawn  to  Spain  in  the  West  and  Asia  in  the 
East.  It  is  a picture  of  a great  nation  in  a process,  mainly  uncon- 
scious, of  imperial  formation  and  internal  transformation. 

A Factors  in  Rome's  success. 

1 The  Roman  legion. 

2 Policy  of  divide  and  conquer " ; Roman  colonies, 

municipia,  allies. 

B Conquest  of  Latium,  Coriolanus. 

C The  Gallic  invasion  (390  B.  C.)  ; Manlius. 

D Reduction  of  central  and  southern  Italy. 


30 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


1 Samnite  wars. 

2 War  with  Pyrrhus. 

3 Roman  roads,  cities  etc.  through  southern  Italy. 

E IVars  with  Carthage. 

1 Carthage:  commerce,  institutions,  navy,  contrast  between 

Roman  and  Carthaginian  ideals. 

2 Causes  of  the  war. 

3 First  Punic  War  (264-241  B.  C.)  ; Rome  gels  control  of 

the  seas;  Sicily  and  Sardinia. 

4 Rome  conquers  the  valley  of  the  Po. 

5 Second  Punic  War  (218—202)  ; Hannibal,  his  march; 

Cannae;  Fabius;  the  Metaurus  (207  B.  C.)  ; results  of 
the  war. 

6 Third  Punic  War  (146  B.  C.). 

F Rome  drawn  to  the  East. 

1 How  the  eastern  question  arose. 

2 Reduction  of  Macedonia;  Greece  becomes  a Roman  prov- 

ince; destruction  of  Corinth  (146  B.  C.). 

3 Rome  in  the  East:  (a)  Syria;  {b)  Province  of  Asia 

(133  B.  C). 

G Rome  supreme  in  the  West.  Conquest  of  Spain  (133  B.  C.). 
H How  Rome  was  affected  by  her  conquests. 

1 Greek  influence  on  Roman  art  and  literature. 

2 Greek  slaves  as  teachers. 

3 Introduction  of  new  religions  and  customs. 

4 Tribute  and  slaves. 

5 Demoralizing  social  effects;  protests  of  Cato. 

6 Economic  effects:  (a)  evils  arising  from  devastation  of 

Italy  by  Hannibal,  continuous  military  service  of  the 
Italian  peasant,  and  increase  in  slavery;  (b)  benefits: 
increased  wealth  and  industry,  new  markets,  security 
for  Roman  commerce. 

7 Political  effects;  increased  power  of  the  senate,  develop- 

ment of  the  provincial  system. 

X A century  of  civil  strife  (131-31  B.  C.).  The  rise  of  a demo- 
cratic movement,  ultimately  to  be  utilized  for  the  overthrow  of  the 
ruling  aristocracy  by  Caesar.  The  long  indictment  drawn  against 
the  misconduct  of  the  governing  classes  at  Rome  culminates  in  a 


SYLLABUS  IN  HISTORY 


31 


monarchy  that  is  to  rest  on  the  broader  foundations  of  imperial 
policies  and  interests. 

A The  Gracchi  and  the  agrarian  question. 

1 Decay  of  the  agricultural  class:  (a)  capitalists;  (6) 

slaves;  (c)  tribute  grain. 

2 The  land  law  of  Tiberius  Gracchus. 

3 Gaius  Gracchus:  (a)  political  alliance  of  the  assembly 

with  the  Equites;  {h)  social  reforms;  (c)  reasons  for 
failure. 

4 Results  in  the  formation  of  a democratic  party. 

B Marius  and  Sidla;  Rome  begins  to  experience  one-man  pozver. 

1 Rise  of  Marius;  Jugurtha;  the  Cimbri  and  Teutones. 

2 The  social  war. 

3 Sulla ; the  Mithradatic  war ; return,  proscriptions. 

4 The  Sullan  constitution;  effort  to  create  an  aristocratic 

government  at  expense  of  tribunes  and  assembly ; con- 
tinuation in  office. 

C The  struggle  for  leadership. 

1 Failure  of  senatorial  control ; Sertorius ; the  gladiators. 

2 The  first  triumvirate  (60  B.  C.)  : (a)  Pompey  — military 

prestige;  (b)  Caesar  — popidarity  and  political  genius; 
(c)  Crassus  — wealth;  {d)  Cicero  as  leader  of  the  oppo- 
sition; {e)  Caesar's  assignment  in  Gaul;  conquests  and 
military  achievements ; (/)  Pompey  as  the  friend  of 
the  senate;  {g)  the  civil  war. 

3 Caesar  as  master  of  Rome;  (a)  clemency;  (b)  effort  to 

create  a democratic  monarchy;  {c)  his  assassination. 

D Augustus  creates  the  empire. 

1 War  against  the  “ Liberators.” 

2 The  West  victorious  over  the  East,  Actium  (31  B.  C.)  ; 

Conquest  of  Egypt. 

3 Assumption  of  power  by  Augustus. 

E Rome  during  the  century  of  civil  strife. 

1 Cosmopolitan  character  of  Roman  life;  influence  of  im- 

ported ideas  {Greek  philosophy)  and  manners. 

2 Increase  in  luxury. 

3 The  city  rabble;  ride  of  the  mob;  games;  political  cor- 

ruption. 

4 Roman  literature:  Cicero,  Caesar. 

5 Gradual  loss  of  old  patriotic  ideals. 


32 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


XI  The  empire  (31  B.  C. — 180  A.  D.).  In  spite  of  occasional 
lapses,  order,  peace  and  prosperity  prevailed  within  the  boundaries  of 
the  empire. 

A Prosperity  of  the  ancient  world  at  this  time. 

1 IVhy  Rome  welcomed  the  empire. 

2 The  Augustan  age  in  literature:  Vergil,  Horace,  Livy. 

3 Later  writers : Seneca,  Tacitus  etc. 

4 The  city  of  Rome:  public  works  and  buildings,  ''A  City 

of  Marble.^' 

B The  government  of  the  empire. 

1 A concealed  absolutism ; position  of  the  republican  magis- 

trates and  senate. 

2 The  imj>erial  provinces  and  treasury. 

3 Uncertainty  as  to  the  succession. 

4 Provincial  administration:  collection  of  taxes;  municipal 

government. 

C Imperial  policy  as  illustrated  by  the  emperors. 

1 Policy  of  Augustus  {above);  the  strategic  frontiers; 

Teutoberg  Forest  (9  A.  D.). 

2 Claudius;  Britain;  extension  of  citizenship. 

3 Nero;  fire  at  Rome;  the  persecutions. 

4 The  Flavian  emperors ; conquest  of  the  Jews. 

5 The  five  good  emperors  (96-180  A.  D.)  ; reforms 

within  the  empire;  establishment  of  secure  frontiers. 
Map:  The  Roman  empire  at  its  greatest  extent. 

XII  Decline  and  fall  of  the  Roman  empire  (180-476  A.  D.). 
Are  empires,  like  men,  necessarily  mortal?  Could  Rome,  under  a 
better  constitution  and  guidance,  have  lived  longer?  A study  of 
the  question  has  value  for  every  nation  that  wishes  to  survive. 

A The  Barrack  emperors. 

B Effort  at  reorganization. 

1 Diocletian:  (a)  the  partnership  empire,  value  and  dan- 

gers; {b)  despotic  forms. 

2 Constantine:  (a)  victory  at  the  Milvian  bridge;  (b)  tol- 

eration of  Christianity ; (c)  Council  df  Nicaea  (325 
A.  D.)  ; {d)  new  capital;  {e)  centralization  of  power; 
(/)  why  his  scheme  failed. 

C Forces  within  the  empire  for  disintegration. 

1 Decay  of  patriotism. 

2 Evils  of  slavery.  ' 


SYLLABUS  IN  HISTORY 


33 


3 Disappearance  of  the  middle  class. 

4 Expensive  government. 

5 Crushing  taxation. 

6 Infiltration  of  barbarians. 

D The  barbarians. 

1 Why  they  entered  the  empire. 

2 Alaric  and  the  West  Goths  (410  A.  D.). 

2^  The  Huns,  Chalons  (451  A.  D.). 

4 Vandals. 

5 East  Goths.  , 

6 Anglo  Saxons. 

E Civilizing  influence  of  Rome  on  her  world  empire. 

1 The  extent  of  the  empire  — strategic  frontiers. 

2 Roman  roads,  public  works,  public  buildings  in  the 

provinces. 

3 Use  of  the  Latin  language. 

4 Roman  law,  development  of  jus  gentium,  Justinian,  Corpus 

juris  civilis. 

5 World  commerce  and  travel  under  a stable  government 

made  for  peace  and  prosperity.  {Pax  Romana). 

F ''Rome's  influence  on  later  times." 

1 The  Roman  law  as  a basis  for  later  law. 

2 Rome's  imperial  government  as  a model  for  later 

monarchies. 

3 Roman  architecture  and  engineering. 

4 Importance  of  a Latin  language  and  literature  in 

education. 

5 The  spread  of  Christianity. 

Map  showing  (a)  the  routes  by  which  the  barbarians  traversed 
Europe  and  (b)  partition  of  the  empire  (500  A.  D.). 

XIII  The  coming  of  new  forces  in  world  history:  Christianity 
as  a social  as  well  as  religious  force ; the  forest  peoples,  furnishing 
a rude  antithesis  to  the  people  they  conquered,  yet  capable  of  illim- 
itable development;  the  Mohammedans,  great  religious  conquerors, 
who  were  to  preserve  much  science  and  learning  for  us ; these  are 
the  three  factors  that  are  to  be  most  prominent  in  the  remaking 
of  the  world. 

A Christianity. 

1 Its  origins;  teachings  of  Jesus. 

2 Reasons  for  its  rapid  spread. 


34 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


3 Why  Jews  and  Christians  were  persecuted. 

4 Toleration;  Constantine ; Edict  of  Milan. 

5 Recognition  and  support;  Theodosian  code. 

6 Primacy  of  bishop  of  Rome;  Petrine  tradition,  etc. 

7 Monasticism:  economic  and  social  aspects. 

S The  church  officials  supply  the  lack  of  government  in  the 
West;  a force  for  order  in  an  age  of  disorder. 

9 How  Europe  became  of  one  church;  Roman  missionaries; 
the  Franks. 

B The  Teutons. 

1 Ideals  and  religion. 

2 Customs;  government ; system  of  trials. 

3 Influence  on  the  decadent  Roman  world. 

C Mohammedans. 

1 Mohammed  and  his  religion. 

2 Conquests. 

3 Tours  (732  A.  D.). 

4 Contributions  of  Mohammedanism  to  civilisation  in 

science,  architecture  eic. 

D The  problem  of  reconstruction  in  western  Europe. 

1 The  eastern  empire  to  14^^ 

2 Europe's  need  of  a stable  government  and  a revival  of 

culture,  commerce  and  industry. 

Map  for  800  A.  D.  showing  (a)  empire  of  Charlemagne, 
(b)  eastern  empire,  {c)  extent  of  Mohammedan  con- 
quests. 

XIV  The  Frankish  kingdom  and  the  papacy.  An  alliance  that 
gave  a militant  arm  to  the  early  church,  resulting  in  the  confused 
interests  of  church  and  empire  in  the  Middle  Ages  and  extending 
even  down  to  our  day.  The  prospect  for  law  and  order  under 
Charlemagne  to  be  eclipsed  by  the  coming  of  feudalism  with  its 
tendency  for  disintegration. 

A The  Franks ; their  homes  and  characteristics. 

B Clovis. 

1 Soissons  (486  A.  D.). 

2 Conversion  to  orthodox  Christianity. 

3 Conquests. 

C Rise  of  the  Carolingians. 

I Charles  Martel;  Tours  {7^2  A.  D.). 


SYLLABUS  IN  HISTORY 


35 


2 Do  — Nothing  kings;  assumption  of  the  title  by  the 

Mayors  of  the  Palace;  deference  to  the  authority  of 
the  Church. 

3 Charlemagne:  (a)  the  statesman,  Capitularies,  missi 

dominici,  architectural  and  other  improvements;  {b) 
the  warrior,  conquest  of  Saxons,  the  marks,  watchful- 
ness at  the  frontier;  (c)  relations  with  the  church,  the 
Lombards,  crowned  Emperor  8oo  A.  D.,  effects  of  the 
coronation  on  Italy  and  on  Germany;  {d)  the  friend 
of  cidture,  the  palace  school,  monastery  schools;  {e) 
why  the  work  of  Charlemagne  lapsed  after  his  death. 

D Charlemagne’s  successors  to  900  A.  D. 

1 Quarrels,  Treaty  of  Verdun  (843  A.  D.)  {Strashurg 

oaths)  Treaty  of  Mersen  (870  A.  D.). 

2 Inability  to  repel  the  Northmen. 

3 Europe  in  disorder. 


2 


3^ 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


i Course  A 

Major  sequence 

First  year,  second  term: 

THE  GROWTH  OF  CIVILIZATION : 800  A.  D.  TO 
1789  A.  D. 

XV  Feudalism:  its  rise,  institutions,  character,  and  influence  in 
;he  countries  of  medieval  Europe.  The  beginnings  of  a commer- 
cial class  and  centralized  power  as  forces  for  order. 

A Rise  of  feudalism. 

1 Definition  of  the  terms  “ benefice  and  “ vassalage  ” and 

explanation  of  the  fief  as  the  central  institution  of 
feudalism. 

2 Lord,  vassal  and  subvassal;  their  chief  respective  duties, 

rights  and  privileges. 

3 Importance  of  feudalism  from  a military,  financial,  admin- 

istrative and  social  point  of  view. 

B Life  under  feudalism. 

1 The  nobility:  the  castle,  training  of  a knight,  ideals  and 

practices  of  chivalry. 

2 Life  in  the  country:  the  manor  and  the  serf,  decline  of 

serfdom. 

3 Life  in  the  towns:  revival  of  commerce  and  city  life; 

merchant  gilds  and  craft  gilds;  fairs,  markets,  the  Han- 
seatic League;  merchant  adventurers,  trade  routes. 

C Decline  of  feudalism. 

1 Centralized  feudalism  in  England  as  compared  with 

decentralized  feudalism  in  France  and  Germany. 

2 Growing  pozver  of  the  kings. 

3 The  growth  of  a middle  class. 

4 The  invention  of  gunpowder. 

Map  of  Europe  in  the  feudal  period  indicating  chief  coun- 
tries, commercial  centers  and  trade  routes. 

(Notebook  topic:  Map  of  a feudal  manor.) 

XVI  Germany^  the  church  and  Italy  in  the  Middle  Ages.  The 
diurch  reaches  and  recedes  from  its  greatest  influence  as  a temporal 
power;  Germany  and  Italy  fail  to  reach  national  unity. 

A Conflicting  theories  and  interests  of  church  and  empire. 


SYLLABUS  IN  HISTORY 


37 


B The  Holy  Roman  empire. 

1 Powers  of  the  emperor,  theoretical  and  actual. 

2 Influences  on  the  power  df  the  empire  in  (a)  Germany, 

(b)  Italy,  and  (c)  in  the  manner  of  selecting  the 
emperor. 

3 Revival  of  the  empire  under  Otto  the  Great  (962). 

4 Frederick  I (Barbarossa)  : (a)  beginning  of  the  struggle 

with  the  Lombard  communes;  {h)  the  struggle  with 
the  popes;  (r)  the  end  of  Frederick’s  struggles  in 
Italy:  the  Lombard  League,  peace  of  Constance  1183, 
progress  in  Germany. 

5 Guelfs  and  Ghibellines. 

6 Fist  law;  rise  of  the  Hapsburgs. 

7 The  Golden  Bull  (1356). 

8 Decentralization,  discord  and  persistence  of  feudal  an- 

archy in  Germany. 

C The  church  in  the  Middle  Ages. 

1 Means  by  which  the  church  ruled  the  world,  papal 

legates,  papal  revenues,  church  courts,  excommuni- 
cation, interdict  etc. 

2 The  friars:  St  Francis,  St  Dominic. 

3 Conflict  with  the  civil  authority.  The  following  names 

serve  to  furnish  illustrations  of  the  conflict  of  church 
and  state;  they  should  not  be  required  in  detail:  (a) 
investiture  (Canossa,  1077;  Concordat  of  Worms, 
1122)  ; {b)  church  courts,  quarrel  of  Henry  II  and 
Thomas  a Becket;  (r)  Innocent  III,  his  relations  with 
France,  England,  the  emperor;  the  fourth  Lateran 
Council;  {d)  taxation,  Philip  the  Fair  and  Boni- 
face VIII;  {e)  triumph  of  the  civil  authority  (statutes 
of  Mortm.ain,  Provisors,  Praemunire). 

4 Debt  owed  by  society  to  the  medieval  church,  charities, 

education,  peace  (Peace  of  God,  Truce  of  God). 

D Medieval  Italy. 

1 Saracen  and  Norman  in  the  South. 

2 Temporal  power  of  the  pope. 

3 City  states  ift  the  North. 

E Map  of  Italy  and  Germany  showing  disorganization  of  Ger- 
many and  Italy  around  1300. 

XVII  The  East  and  the  crusades. 

Note:  No  attempt  should  be  made  to  have  the  pupil  learn  the 
events  of  each  crusade. 


38 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


K The  East  before  the  crusades. 

1 The  eastern  empire. 

2 Saracen  civilization  in  the  East,  in  Spain. 

3 The  coming  of  the  Seljuk  Turks. 

E The  crusades. 

1 General  causes  and  occasion  for  the  crusades. 

2 Character  of  the  expeditions. 

3 Kingdom  of  Jerusalem. 

4 The  religious  military  orders;  Templars,  Hospitalers, 

Teutonic  Knights. 

C The  end  of  the  crusades. 

1 The  fall  of  Acre  and  end  of  the  Christian  rule  in  the 

East. 

2 Results  of  the  crusades:  commercial;  industrial;  reli- 

gious; educational;  growth  of  cities,  especially  in  Italy; 
municipal  freedom;  strengthening  of  monarchies. 
Library  and  notebook  topics:  (a)  Constantinople  in  the  Middle 
Ages;  {h)  Medieval  pilgrimages;  (r)  The  experiences  of  a 
medieval  crusader:  motives,  vows,  privileges,  preparation,  dress, 
arms,  route,  battles  and  sieges,  benefits  and  disadvantages  of  the 
experience. 

XVIII  France  through  Louis  XI  (1483).  Establishment  of  a 
central  authority  through  the  expulsion  of  foreign  elements  and 
the  discipline  of  the  great  French  vassals. 

A Rise  of  the  Capetian  dynasty. 

1 The  great  fiefs  of  France  {Normandy  etc.). 

2 Accession  of  Hugh  Capet  (987). 

B Philip  Augustus. 

1 Possessions  of  Henry  II  of  England  in  France  {map). 

2 Extension  of  the  royal  domain. 

3 Bouvines  (1214). 

C Philip  the  Fair;  the  states  general  (1302). 

D One  Hundred  Years'  War. 

1 First  phase:  {a)  causes  in  France  and  Flanders;  {b) 

Crecy  and  Poitiers ; (r)  free  companies  and  brigandage; 
{d)  the  Jacquerie;  {e)  results  by  1376. 

2 Second  phase:  {a)  Agincourt;  {b)  union  of  France  and 

England;  {c)  Joan  of  Arc;  {d)  expulsion  of  the  Eng- 
lish. 


SYLLABUS  IN  HISTORY 


39 


E Louis  XL 

1 Charles  the  Bold. 

2 Centralization  of  power. 

3 The  taille. 

XIX  England  to  1485.  By  the  end  of  this  period  the  English 
have  become  one  people  with  a continuity  of  institutional  and  social 
development  reached  by  no  contemporary  nation.  With  the  checks 
administered  to  the  foreign  ambitions  of  their  kings  throwing  them 
back  on  their  own  island,  they  gain  unity  and  strength. 

A The  Saxons  (449—1066). 

1 Their  invasions. 

2 Re  Christianization  of  England  under  Augustine ; letters; 

Bede;  adoption  of  more  civilized  manners. 

3 Government  and  life  under  Saxon  England.  Govern- 

ment: moots,  courts,  trial  by  ordeal,  the  witan  and  its 
power ; selection  and  power  of  the  king. 

Life  among  the  Saxons  of  the  tenth  century;  the  village  and 
its  folkland ; homes  and  furnishings ; food ; clothing ; 
agriculture;  trade;  manufactures. 

4 Alfred  the  Great:  his  problems,  administration,  the 

Danes,  the  Danelaw. 

5 Conquest  by  the  Danes. 

B The  Norman  conquest  and  its  results. 

1 Claim  of  William  of  Normandy;  Senlac  (1066). 

2 Establishment  of  Norman  rule.  Completion  of  the  con- 

quest; castle  and  cathedral  building;  grants  of  land; 
the  Domesday  Book  and  Salisbury  oath;  new  indus- 
tries, new  manners,  intercourse  with  the  continent. 

C Constitutional  development. 

1 Organized  government : (a)  political  condition  of  Eng- 

land at  the  accession  of  Henry  II ; {b)  suppression  of 
the  barons;  (c)  grand  jury  and  trial  jury;  {d)  the 
common  law;  (e)  the  king’s  courts;  (/)  Richard  I and 
the  sale  of  charters. 

2 Magna  Charta  (1215).  King  lohn  and  his  quarrel  with 

the  barons;  the  charter;  principal  provisions  and  world 
importance. 

2)  The  first  parliament:  Henry  HI  and  the  Barons’  War 
etc.;  DeMontforfs  parliament  (1265). 

4  The  Model  Parliament  (1295)  taxation;  Edward  I; 
character,  aims  and  policy;  importance  of  the  Model 
Parliameni ' confirmation  of  the  charters. 


40 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


5 Parliament  divided  into  two  houses. 

6 Restrictions  on  the  executive;  deposition  of  Edward  II ; 

impeachment  of  a king’s  minister  by  Good  Parliament 

(1376). 

D Expansion. 

1 Conquest  of  Wales. 

2 Scotland:  the  disputed  throne;  Edward  I and  Scotland; 

Bannockburn  (1314). 

E The  common  people;  the  yeoman;  the  black  death  and  its 
effects;  statute  of  Laborers;  Wat  Tyler’s  Rebellion;  decline 
of  serfdom. 

F Loss  of  Normandy;  fusion  into  one  people:  Langland,  the 
beginnings  of  English  literature;  Chaucer,  the  Canterbury 
Tales. 

G Wars  of  the  Roses:  effect  on  the  nobility. 

XX  The  Renaissance:  its  earlier  and  later  phases.  Not  only 
the  rebirth  of  the  classical  interest  in  art  and  literature  but  more 
important  the  rebirth  of  a spirit  of  adventure  and  enterprise  braced 
for  inquests  of  all  the  problems  the  Middle  Ages  had  thrust  to  one 
side. 

A The  early  or  thirteenth  century  renaissance. 

1 Gothic  architecture,  cathedrals  and  public  buildings 

{Rheims  and  Ypres). 

2 Beginnings  of  a national  literature  in  Erance,  Italy,  Ger- 

many, England;  Dante,  Chaucer,  the  Troubadours, 
Nibelungenlied. 

3 The  fine  arts:  painting,  sculpture. 

4 Learning:  the  medieval  universities ; scholasticism;  Roger 

Bacon. 

B The  renaissance  of  the  fourteenth  and  fifteenth  centuries. 

1 Political  and  social  conditions  in  Italy;  Plorence  and 

Venice;  the  papal  monarchy;  the  two  Sicilies;  the  rule 
of  the  despots. 

2 The  beginning  of  the  renaissance  in  Italy;  the  revival  of 

learning:  (a)  the  spirit  and  meaning  of  the  renais- 
sance; its  many-sided  character;  (b)  the  revival  of 
learning:  the  Greek  teacher,  the  work  of  Petrarch  and 
Boccaccio ; the  recovery,  editing  and  printing  of  classi- 
cal texts;  {d)  renaissance  in  England;  in  France;  in 
Germany. 


SYLLABUS  IN  HISTORY 


41 


2,  The  fine  arts  during  the  renaissance  (it  is  better  to  teach 
thoroughly  one  great  artist  in  each  field  than  to  teach 
several  in  a cursory  manner)  : (a)  the  great  archi- 

tects, Leonardo  da  Vinci;  (b)  the  chief  sculptors, 
Michael  Angelo;  (r)  the  Florentine  and  Venetian 
painters,  Raphael,  Titian;  (d)  painting  in  northern 
countries,  Rembrandt. 

4 The  age  of  the  great  discoveries  and  inventions:  (a) 
European  conditions  at  the  end  of  the  fifteenth  century 
which  led  to  discoveries  and  inventions;  (h)  Portu- 
guese discoveries  to  the  east;  (r)  Spanish  discoveries 
and  conquest  in  the  western  world;  (d)  French 
explorations:  Verrazano,  Cartier;  (c)  Mechanical 
inventions  of  the  era  and  how  they  helped  discovery 
and  conquest;  (f)  The  new  ideas  in  astronomy ; 
Copernicus  and  Galileo;  (g)  The  art  of  printing;  its 
relation  to  the  renaissance. 

(Map  work:  sketch  map  showing  the  voyages  of  discovery  of 
Columbus,  Vasco  da  Gama,  Cabot  and  Magellan,  Verrazano  and 
Cartier.) 

XXI  The  reformation  and  period  of  the  religious  wars. 
Individual  and  national  causes  of  the  reformation  ; Spain  comes,  under 
Charles  V and  Philip  II,  into  the  stream  of  European  history; 
division  of  Europe  along  religious  lines;  intolerance  and  confusion  ; 
the  outcome  of  the  religious  wars. 

A General  causes  of  the  reformation:  The  renaissance  and  the 
humanists ; rise  of  national  feeling. 

B Political  and  social  conditions  involved  in  a religious  upheaval. 
C The  consolidation  of  Spain  into  a powerful  monarchy. 

1 The  Christian  recovery  of  Spain. 

2 The  union  of  Castile  and  Aragon. 

3 The  conquest  of  Granada  and  treatment  of  the  Moors. 

4 Treatment  of  the  Jews. 

5 Growth  of  the  royal  power  to  the  opening  of  the  six- 

teenth century. 

D Germany;  the  Lutheran  Church. 

1 Special  causes  for  the  reformation  in  Germany. 

2 Luther:  his  doctrines;  the  theses,  trial  and  edict  of 

Worms  (1521). 

3 Fanaticism  and  civil  war;  adoption  of  a church  con- 

stitution; the  confession  of  Augsburg;  Peace  of  Augs- 

burg  (1555)- 


42 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


E Calvinism  in  Switzerland,  France  etc. 

1 Calvin  at  Geneva,  his  doctrines,  polity  and  educational 

control;  Presbyterianism;  Servetus;  religious  intoler- 
ance general;  why  heretics  were  put  to  death. 

2 The  Huguenots  in  France ; the  Huguejtots  from  a religi- 

ous, political  and  economic  point  of  view;  persecu- 
tions; massacre  of  St  Bartholomew's  eve;  Henry  IV 
and  the  edict  of  Nantes  (1598)  ; Sully. 

3 Influence  of  Calvin  in  Scotland,  John  Knox. 

4 Influence  of  Calvin  in  Germany,  Holland  and  North 

America. 

F The  Reformation  in  England. 

1 Henry  VIITs  divorce  case;  humanism;  Colet,  Erasmus, 

More;  change  in  control  rather  than  in  doctrine. 

2 Elizabeth;  identity  of  Protestantism  in  England  with 

Elizabeth's  right  to  reign,  and  national  independence ; 
Mary,  Queen  of  Scots;  the  Armada;  Elizabeth  takes 
the  middle  ground. 

G Revolt  of  the  Netherlands  (1568-1648). 

1 The  N etherlands  to  1556:  the  two  peoples. 

2 Philip  H and  the  outbreak  of  discontent ; political,  eco- 

nomic, and  religious  causes  of  the  revolt. 

3 Alva;  William  the  Silent. 

4 The  defeat  of  the  Armada;  rise  of  Dutch  Republic  as  a 

naval,  commercial,  and  colonial  power. 

H The  Catholic  reformation  and  the  Jesuits. 

1 The  Jesuits;  Loyola's  character  and  training ; organization. 

2 The  work  of  the  Council  of  Trent  (1545-63). 

3 How  the  Catholic  church  was  reformed  in  discipline 

and  gained  new  power. 

I Thirty  Years'  War  (1618-1648). 

1 Causes:  religious  and  political. 

2 Complication  of  religious  issues  with  political  (the  par- 

ticipation of  France). 

3 The  peace  of  Westphalia  (1648);  its  terms  and  inter- 

national importance.  Why  religious  wars  ceased  after 
1648. 

4 Social  and  economic  effects  on  Germany. 

Library  and  notebook  topics;  {a)  Jesuit  missionary  efforts; 
{b)  The  services  of  Jesuit  missionaries  in  North  America. 

Map;  Division  of  Europe  on  sectarian  grounds  at  the  close  of 
the  religious  wars. 


SYLLABUS  IN  HISTORY 


43 


XXII  England  under  the  Tudors  (1485-1603).  England  under 
an  intelligent  and  tactful  despotism  begins  to  emerge  from  her 
isolat'on.  Her  triumph  over  the  Armada  creates  an  outburst  of 
national  feeling  and  expression  comparable  in  some  degree  to  that 
in  Greece  after  Marathon.  Her  outlook  is  broadened  by  the 
appearance  of  new  lands  and  new  interests.  In  her  internal  affairs 
all  does  not  go  well ; the  condition  of  the  poorer  classes  is 
deplorable. 

A Henry  VII : effect  on  the  country  of  the  wars  of  the  Roses; 
Court  of  the  Star  Chamber;  benevolences ; policy  of  peace ; 
trade  with  the  continent;  the  “ Great  Intercourse.^’  ' 

B Henry  VI H:  his  personal  government ; Wolsey  and  the  bal- 
ance of  power;  confiscation  of  monasteries ; creation  of  a 
new  nobility. 

C Elisabeth:  identity  between  independence,  political  and  religi- 
ous, in  the  person  of  Elisabeth;  Mary,  Queen  of  Scots; 
the  War  with  Spain;  the  Armada,  its  defeat  (1588)  and 
effect  on  the  national  spirit;  the  Elisabethan  seamen; 
England's  position  at  the  death  of  Elisabeth. 

D The  popular  character  of  the  Tudor  absolutism. 

E Life  in  Tudor  England. 

1 Trade:  decay  of  gilds  and  trade  organizations;  rise  of 

the  middle  class;  debasement  and  restoration  of  coin- 
age; coming  of  artisans  from  the  continent;  gain  of 
Flemish  trade ; laws  protecting  manufactures  and  regu- 
lating trade;  establishment  of  navy. 

2 Social  and  economic  changes:  mode  of  living;  the  house, 

city  and  country ; inclosures ; increase  of  pauperism  and 
its  causes;  laws  for  relief  of  the  poor;  introduction  of 
firearms. 

3 Intellectual  awakening : growth  of  the  spirit  of  adven- 

ture and  enterprise;  the  New  Learning,  its  nature; 
Erasmus,  More,  Colet ; establishment  of  new  schools 
and  colleges;  the  Elizabethan  Age  in  literature;  the 
drama ; the  theater ; Shakspere  and  Bacon. 

XXIII  The  Puritan  revolution  and  royalist  reaction  in 
England  (1603-88).  Beginnings  of  England’s  importance  in 
European  and  colonial  affairs.  In  taking  up  this  period  it  should 
be  made  clear  that  up  to  the  time  of  her  political  revolution  England 


44 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


had  been  a follower  rather  than  a leader  of  Europe.  The  defeat 
of  the  Spanish  Armada,  the  growing  importance  of  the  colonies, 
the  overthrow  of  absolutism  and  the  coming  of  William  of  Orange 
all  combined  to  put  England  in  a position  of  first  importance  in 
I^urope. 

A Division  between  Stuart  kings  and  parliament. 

1 Beginning  of  strife;  change  in  national  spirit  about  1600; 

personality  of  James  I ; divine  right  of  kings;  ride  of 
favorites. 

2 Increasing  differences  between  parliament  and  the 

crown;  characteristics  of  Charles  I;  the  Petition  of 
Right;  tonnage  and  poundage;  Laud's  policy  and 
religious  strife ; the  dissolution  of  162^;  personal  gov- 
ernment (1629-40):  monopolies;  ship  money  and 
Hampden’s  resistance;  Wentworth’s  measures;  the  out- 
break in  Scotland ; the  Short  parliament ; the  emigration 
of  Puritans. 

3 The  first  two  years  of  the  Long  parliament  (1640-42)  ; 

meeting  of  the  Long  parliament ; impeachment  and 
execution  of  Wentworth ; measure  limiting  the  power 
of  the  king;  division  of  parliament  on  religious  ques- 
tions; intriguing  of  Charles  for  support;  the  Grand 
Remonstrance ; attempt  to  seize  the  five  members. 

B The  Civil  War  (1642—49)  ; the  commonwealth  (1649-53), 
protectorate  (1653-60). 

1 The  Civil  War — the  armed  struggle  resulting  in  the 

trial  and  execution  of  the  king. 

2 The  commonwealth:  the  Rump  parliament;  navigation 

act,  war  with  Holland;  conquest  of  Scotland  and 
Ireland. 

3 Cromwell  as  lord  protector;  constitutional  experiment ; 

war  with  Spain;  England's  influence  in  Europe;  fall 
of  the  Puritan  government ; the  Puritan  Revolution 
and  royalist  reaction  in  England. 

C Restoration  and  revolution. 

1 Political  conditions:  character  and  policy  of  Charles  II ; 

parliament  and  taxation;  the  royal  dispensing  power. 

2 Relations  of  Charles  II  and  Louis  XIV  as  they  affected 

the  history  of  the  period : aims  of  the  French  king ; 
war  between  England  and  Holland ; the  secret  Treaty 


SYLLABUS  IN  HISTORY 


45 


of  Dover;  the  declaration  of  indulgence;  the  test  act; 
the  exclusion  bill;  Whigs  and  Tories. 

3 Overthrow  of  the  Stuarts:  national  fear  of  a Catholic 

despotism;  assertion  of  dispensing  power  by  the  king; 
Catholics  in  office ; a standing  army. 

4 William  of  Orange:  position  and  character  of  William; 

the  summons  to  England;  flight  of  James  II ; parlia- 
ment and  the  succession. 

5  Results  of  the  revolution:  bill  of  rights  (1689)  ; act  of  tol- 
eration; act  of  settlement. 

D Life  and  literature. 

1 Life:  manner  of  life,  dress  and  amusements  of  Cavalier 

and  Roundhead. 

2 Literature : establishment  of  the  Royal  Society  of  Lon- 

don and  its  significance ; King  James’s  version  of  the 
Bible  and  its  influence  on  the  English  language;  the 
first  newspapers ; Milton,  Bunyan,  Newton,  Harvey. 
XXIV  Expansion  of  Europe  over  the  world.  The  interaction 
of  European  influences  on  the  rest  of  the  world  and  of  the  world 
without  on  Europe  itself.  Study  of  the  colonial  world  as  a part 
of  Europe  and  an  influence  on  Europe  rather  than  as  a distinct 
pioneer  civilization. 

A The  expansion  of  Europe  and  European  civilization. 

I Explorations  and  settlements  in  America  (a)  the  Cabots 
and  North  America;  (b)  why  England  was  last  in  the 
field:  governmental  support  accorded  to  colonial  enter- 
prise later  by  England  than  by  Spain  or  France;  (c) 
early  English  attempts  at  colonization  contrasted  with 
Spanish  and  French  colonization  with  respect  to:  objects, 
regions  settled,  reasons  for  success;  (d)  French  explo- 
rations and  settlements  in  the  St.  Lawrence  and  Missis- 
sippi valleys  (1604-1718);  Champlain  at  Quebec 
(1608);  La  Salle  and  the  Mississippi  (1682);  settle- 
ment of  Louisiana  (1699)  ; New  Orleans  (1718). 

Map  work:  Map,  showing  in  different  colors  or  by 
different  markings,  Spanish,  French,  Dutch, 
Swedish  and  English  spheres  of  influence  in 
America. 


46 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


2 The  trading  companies:  English,  Dutch,  French. 

3 The  struggle  for  the  East  in  the  eighteenth  century: 

(a)  decline  of  Portugal,  rivalry  of  England,  Holland, 
Spain  and  France;  {h)  struggle  for  India,  Clive  and 
Dupleix,  ''Mack  hole'’  of  Calcutta,  Plassey  (1757), 
Australia,  Spain  in  the  Philippines. 

4 The  conflict  between  French  and  English  colonists  and 

institutions  in  America. 

a Political,  social  and  economic  development  of  the 
English  colonies  (1700-50). 

Political  development:  taxation,  elections,  free 
speech,  defense  of  charters,  attempts  at  union, 
specially  in  1643  and  1754. 

Economic  conditions,  industries,  artificial  and 
natural  restrictions  on  industry  and  commerce. 

Social  development:  population,  immigration, 
expansion,  increase,  religion  {specially  " Great 
Awakening  "),  education,  literature,  newspapers. 

b Contrasts  between  French  and  English  methods  of 
colonization  in  North  America:  political,  religi- 
ous, social,  economic.  Contrast  with  specific 
reference  to  self-government  in  the  English 
colonies  and  the  paternalism  of  France  in  New 
France. 

c Struggle  between  France  and  England  for  North 
America  (1689-1763). 

Strength  and  weakness  of  the  French  and  of  the 
English  in  1754:  (i)  In  Europe:  military 
resources;  attitude  of  each  of  the  mother  coun- 
tries toward  her  colonies;  (2)  In  America:  geo- 
graphic conditions ; population;  military  re- 
sources; political,  social,  economic  conditions. 

Expulsion  of  the  French  (1754—63)  ; the  "French 
and  Indian  War” ; (i)  theater  of  war;  lines  of 
invasion;  (2)  causes  and  beginnings;  (3)  early 
failures  of  the  English  ('i 754-57) ; (4)  new 
plans  and  teaders,  and  conquest  of  Canada 
(1757-60)  ; Pitt;  Wolfe;  Quebec;  (5)  terms  of 
peace;  geographic  and  political  residts  of  war  to 
England,  France,  America,  India. 


SYLLABUS  IN  HISTORY 


47 


5 Colonies  of  Portugal  and  Spain  in  America;  type  of  colo- 

nies established. 

6 European  influences  in  the  new  world;  the  heritage  from 

the  old  countries^' ; ideas  and  institutions  handed 
down  from  colonial  times  that  shape  American  life 
today. 

B The  reaction  of  world  expansion  upon  European  ideas  and 
institutions. 

1 Economic  effects:  introduction  of  new  products;  tobacco, 

new  foods,  etc.;  greater  supply  of  gold;  center  of 
wealth  shifts  to  the  north  of  Europe;  the  English 
channel  as  the  gateway  of  Europe ; new  markets, 

2 Political  effects:  temporary  ascendency  of  Spain;  new 

causes  for  wars;  vent  for  surplus  population;  problems 
of  colonial  administration ; growing  importance  of 
world  commerce  and  naval  power;  influence  of  the 
American  Revolution  on  the  power  of  George  III. 

3 Social  effects:  reflex  of  colonial  ideas  and  conditions  in 

Europe  (return  of  Vane  as  an  example),  (Thackeray 
— The  Virginians) . 

4 The  American  Revolution. 

a Causes;  view  of  the  thirteen  colonies  in  iy6o;  the 
eighteenth  century  idea  of  the  purpose  and  value 
of  colonies;  growth  of  an  unconscious  spirit  of 
independence  in  the  colonies,  fostered  by  their 
ability  to  do  for  themselves,  and  the  liberal  let- 
alone  ” policy  of  the  English  government ; the  two 
ideas  of  representation;  clash  between  the  nezv 
imperial  policy  and  colonial  interests  after  the 
French  and  Indian  War;  the  new  policy  of  enforc- 
ing the  old  acts  of  navigation  and  trade;  special 
occasions  for  the  outbreak  of  hostilities, 
b The  war:  Saratoga  as  the  turning  point;  part  played 
by  France,  Holland,  Spain. 

c Results  of  the  Revolution:  treaty  of  iy8g;  triumph 
of  the  democratic  element  in  the  English  parlia- 
ment {Pitt,  Burke,  Fox  etc.)  ; results  in  later  his- 
tory of  the  birth  of  a great  democracy  in  America; 
indolence  of  the  underlying  principles  of  the  Decla- 
ration of  Independence ; the  first  great  federal 


48 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


republic  to  be  established  over  a large  area;  one 
of  the  causes  of  the  French  Revolution  and  of 
the  revolt  of  the  Spanish  colonies. 

XXV  struggle  for  the  balance  of  power  in  the  eighteenth 
century,  England  under  constitutional  if  not  democratic  govern- 
ment disputes  in  the  “ Second  Hundred  Years’  War  ” with  France, 
burdened  by  an  autocratic  and  spendthrift  monarchy,  over  the 
ascendancy  in  European  affairs  and  in  the  colonial  world.  The 
struggle  revises  the  map  of  the  world  leaving  England  in  possession 
of  Canada  and  India.  The  exigencies  of  her  world-empire,  how- 
ever, clashing  with  the  interests  and  ideals  of  the  thirteen  colonies, 
the  “ great  blunder  of  the  eighteenth  century,”  brings  about  the 
single  great  forcible  schism  of  the  British  Empire. 

A The  ascendancy  of  France  and  the  age  of  Louis  XIV. 

1 Richelieu  and  the  establishment  of  the  absolute  mon- 

archy: (a)  Richelieu:  rise  to  power;  character;  aims; 
his  relations  with  Louis  XIII;  (b)  Richelieu  and  the 
Huguenots;  (c)  Richelieu  and  the  nobles:  how  he 
destroyed  their  power  and  strengthened  the  monarchy ; 
the  intendants;  (d)  Richelieu  and  the  Thirty  Years' 
War;  (e)  Mazarin:  causes  of  his  unpopularity;  revolt 
of  the  nobles  and  lawyers ; how  he  carried  out  Riche- 
lieu’s work ; foreign  policy ; what  is  meant  by  an  “ abso- 
lute monarchy.” 

2 Louis  XIV  (1643-1715)  and  his  court:  {a)  Louis  the 

man:  early  education  and  training;  character,  abilities, 
deficiencies  and  aims;  {b)  Louis  the  king:  idea  of  gov- 
ernment and  of  a king's  power;  what  he  expected  of 
the  nobles;  new  royal  palaces;  occupations  and  amuse- 
ments at  Versailles;  (c)  art  and  literature  in  the  age 
of  Louis  XIV ; effect  of  Louis's  paternalism. 

3 The  people;  Colbert  and  his  reforms:  (a)  The  people: 

their  burdensome  taxes;  corruption  of  officials;  (b) 
Colbert:  his  services  to  Mazarin;  how  he  tried  to 
lighten  the  burdens  of  the  people ; how  he  encouraged 
industries,  commerce  and  colonization;  (c)  Colbert 
and  Louis  XIV:  differences  in  their  aims;  {d)  The 
revocation  of  the  Edict  of  Nantes ; its  effect  on  the 
prosperity  and  foreign  relations  of  France. 

4 France  at  the  close  of  Louis  XIV's  reign;  condition  of 

the  French  people  at  the  close  of  the  wars;  how  Louis 


SYLLABUS  IN  HISTORY 


49 


XIV^s  reign  prepared  the  way  for  the  French  Revolu- 
tion; the  exhaustion  of  France,  financial  stress  caused 
by  the  extravagance  and  wars  of  Louis  XIV,  and  by 
the  corruption  of  the  court  under  Louis  XV. 

Library  and  notebook  topics:  (a)  Costumes  in  the  age  of  Louis 
XIV ; (b)  Louis  XIV’s  morning  reception  and  toilet. 

B England’s  preparation  for  the  struggle ; the  establishment  of 
constitutional  monarchy  as  the  result  of  the  revolution  of  1688. 

1 Constitutional  gains:  mutiny  act;  toleration  act;  bill  of 

rights;  acts  of  settlement ; grovdih  and  organization  of 
political  parties;  development  of  the  cabinet. 

2 Closer  union  with  Scotland  and  Ireland. 

3 Contrast  between  George  III  and  George  I and  11. 

George  be  a king  ” ; the  Whig  party;  leaders  and  prin- 
ciples; the  Wilkes  case;  attitude  of  the  Whigs  toward 
the  efforts  of  George  III  to  control  parliament  through 
political  corruption;  ''King’s  friends”;  effect  of  the 
American  Revolution  on  the  power  of  the  king. 

C Struggle  for  the  balance  of  power. 

1 The  "Second  Hundred  Years’  War”  (1689-1815). 

2 The  War  of  the  Spanish  Succession:  causes;  alliances; 

Marlborough  and  his  campaigns;  treaty  of  Utrecht  and 
its  effect  on  France,  Austria,  Spain  and  Italy;  England 
in  Europe  and  America. 

3 The  War  of  the  Austrian  Succession:  the  Pragmatic 

sanction;  conduct  of  Frederick  the  Great:  Silesia. 

4 The  Seven  Years’  War  (1756-63):  causes;  new  align- 

ment of  allies:  France  sides  with  Austria;  the  import- 
ance of  Frederick  the  Great;  England  under  Pitt; 
Treaty  of  Paris  (1763)  ; effects  in  India  and  America. 

D France  secures  Lorraine  (1766). 

Map  of  Europe  m iy8o  showing  the  possessions  of  the  various 
pozvers  prior  to  the  Napoleonic  wars.  Map  of  the  world  showing 
i.he  possessions  of  the  various  powers  after  the  American 
R.evoliition. 

XXVI  Rise  of  Russia  and  Prussia;  the  lesser  European  states 
in  the  eighteenth  century.  In  the  eighteenth  century  two  new  nations 
enter  into  the.  stream  of  European  history;  Russia  under  Peter 
and  Catherine  begins  to  adopt  western  manners ; the  rulers  of 
Brandenburg-Prussia  extend  their  power  north  and  south;  both 
of  these  powers  with  Austria  cooperate  in  the  spoliation  of  Poland- 


50 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


A The  formation  of  the  Russian  empire;  Peter  the  Great. 

1 Russia  before  Peter  the  Great : the  Slavic  races  and 

characteristics;  oriental  influences  on  Russian  char- 
acter and  development;  Ivan  the  Terrible;  social  and 
political  condition  of  Russia  at  the  accession  of  Peter. 

2 Peter  the  Great  (1689-1725)  : struggle  for  the  throne; 

travels,  ambitions  and  difficulties ; Peter’s  western 
friends ; his  character ; Internal  reforms:  army,  navy ; 
• dress  and  customs ; church ; the  new  capital. 

The  expansion  of  Russia  in  the  eighteenth  century. 

a In  the  Baltic:  importance  of  the  Baltic  sea;  its 
special  value  to  Sweden,  Denmark,  Poland,  Prus- 
sia, Russia;  Charles  XII  of  Sweden;  decline  of 
Sweden;  battle  of  Pultowa;  Russia’s  foothold  on 
the  Baltic;  St  Petersburg. 

h In  Turkey  and  on  the  Black  sea:  Peter’s  gain  and 
loss  of  Azov;  importance  of  Peter  the  Great  in 
Russian  history;  Catherine  II  (1762-96)  ; her  wars 
with  Turkey  and  conquest  of  the  north  shore  of 
the  Black  sea. 

c In  Poland:  internal  disorders  and . weakness  of 
Poland;  Catherine  IPs  share  in  the  three  parti- 
tions of  Poland  (1772,  1793,  1795). 
d In  Siberia : early  explorations  and  settlements. 

Map  work : sketch  map  showing  the  gains  in  territory  made  by 
Russia  in  the  eighteenth  century. 

B The  beginnings  of  the  Prussian  state  (1640-1740). 

1 The  Hohenzollerns  before  1640:  how  they  acquired  their 

three  territories  (Brandenburg,  Prussia,  Cleves)  ; geo- 
graphic position  of  these  territories  and  its  future  sig- 
nificance ; the  task  of  the  Hohenzollerns. 

2 Frederick  William,  ‘'The  Great  Elector”  (1640-88); 

gain  of  territory  by  the  Treaty  of  Westphalia;  his  posi- 
tion in  his  own  lands  and  in  Europe. 

3 How  the  Elector  of  Brandenburg  acquired  the  title  of 

“King  in  Prussia”  (1701). 

4 Erederick  William  I,  how  he  made  Prussia  a military 

state  and  a prosperous  country;  foreign  policy;  tobacco 
parliament ; good  and  bad  side  of  his  character. 

5 Frederick  the  Great  (1740-86). 

Frederick  the  Great  in  war:  his  military  genius;  the 


SYLLABUS  IN  HISTORY 


51 


Pragmatic  sanction;  the  raid  on  Silesia;  his 
struggle  to  retain  it;  characteristics  of  his  foreign 
policy;  share  in  the  first  partitions  of  Poland, 
b Frederick  in  peace:  his  youth  and  training;  his 
friendships ; popularity ; measures  for  the  welfare 
of  his  people;  how  “ enlightened”  how  a 
despot ”? 

C Lesser  European  states. 

1 Decline  of  Spain  in  the  eighteenth  century. 

2 Italy  in  the  eighteenth  century : absence  of  national  unity. 

3 Austria;  polyglot;  problems  of  Maria  Theresa;  effect  of 

the  great  wars. 

4 Continuance  of  Holland  as  a colonial  power;  her  com- 

mercial importance. 

Suggested  Readings 

Major  sequence,  course  A 
First  term:  the  rise  of  civilization  to  800  A. D. 

V.  e.=  various  editions. 

^Abbott  Evelyn.  Pericles  and  the  Golden  Age  of  Athens.  Putnam 
Abbott,  F.  F.  Society  and  Politics  in  Ancient  Rome.  Scribner 
Beesly,  A.  H.  The  Gracchi,  Marius  and  Sulla.  Scribner ; 
Longmans 

Botsford,  G.  W.  Source  Book  of  Ancient  History.  Macmillan 

Bury,  J.  B.  History  of  Greece.  Macmillan 

Church,  A.  J.  Pictures  from  Greek  Life  and  Story.  Putnam 

Pictures  from  Roman  Life  and  Story.  Appleton 

* Roman  Life  in  the  Days  of  Cicero.  Macmillan;  Dodd 

Story  of  the  Iliad.  Macmillan 

Story  of  the  Odyssey.  Macmillan 

Stories  from  Herodotus.  Merrill 

Creasy,  E.  S.  Fifteen  Decisive  Battles  of  the  World.  Dutton 
Davis,  W.  S.  Friend  of  Caesar.  Macmillan;  Grosset 

Readings  in  Ancient  History.  2 v.  Allyn  & Bacon 

Day  in  Old  Athens.  Allyn  & Bacon 

Victor  of  Salamis.  Macmillan 

Dodge,  T.  A.  Great  Captains.  Houghton 
Einhard.  Life  of  Charlemagne.  Amer.  Book  Co. 

Finley,  J.  H.  A Pilgrim  in  Palestine.  Scribner 
Firth,  J.  B.  .Augustus  Caesar.  Putnam 
Constantine.  Putnam 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


52 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


* Fowler,  W.  W.  Julius  Caesar.  Putnam 

Social  Life  at  Rome  in  the  Age  of  Cicero.  Macmillan 

Gayley,  C.  M.  Classic  Myths  in  English  Literature.  Ginn 
Grant,  A.  J.  Greece  in  the  Age  of  Pericles.  Scribner 
Guerber,  H.  A.  Myths  of  Greece  and  Rome.  Amer.  Book  Co. 
Hall,  Jennie.  Men  of  Old  Greece.  Little 
Harrison,  J.  A.  History  of  Greece  to  338  B.  C.  Putnam 
Herbermann,  C.  G.  Business  Life  in  Ancient  Rome.  Amer. 
Book  Co. 

Herodotus  for  Boys  and  Girls,  ed.  by  J.  S.  White.  Putnam 
Homer.  Iliad,  trans.  by  Lang,  Leaf  and  Myers.  Macmillan 

Odyssey,  trans.  by  Butcher  and  Lang.  Macmillan 

Odyssey,  trans.  by  Palmer.  Houghton 

Hopkinson,  L.  W.  Greek  Leaders.  Houghton 
Irving,  Washington.  Mahomet.  Dutton 

Johnston,  H.  W.  Private  Life  of  the  Romans.  Scott,  Foresman 
Jones,  H.  S.  Roman  Empire,  29  B.  C.- 476  A.  D.  Putnam 
Keary,  C.  F.  Dawn  of  History 
Kingsley,  Charles.  Greek  Heroes.  Ginn 

Roman  and  the  Teuton.  Macmillan 

Laing,  G.  J.  Masterpieces  of  Latin  Literature.  Houghton 
Lytton,  Lord.  Last  Days  of  Pompeii.  Little;  Dutton 
Macaula}'',  T.  B.  Lays  of  Ancient  Rome.  Houghton 
Mr?haffy,  J.  P.  Old  Greek  Life.  Amer.  Book  Co. 

Maspero,  G.  Life  in  Ancient  Egypt  and  Assyria.  Appleton 
'•'Oman,  Charles.  Seven  Roman  Statesmen  of  the  Later  Republic. 
L.ongmans 

Pelham,  PL  F.  Outlines  of  Roman  History.  Putnam 
Plutarch.  Lives.  Ginn 

Por  Boys  and  Girls  ed.  by  J.  S.  White.  Putnam 

Sanders,  F.  K.  History  of  the  Hebrews.  Scribner 
Shakspere,  William.  Julius  Caesar,  v.  e. 

Smith,  R.  B.  Rome  and  Carthage.  Longmans 
Snedeker,  C.  D.  The  Spartan.  Doubleday 
Strachan-Davidson,  J.  L.  Cicero.  Putnam 
Tappan,  E.  M.  Old  World  Hero  Stories.  Houghton 

Story  of  the  Greek  People.  Houghton 

Tarbell,  F.  B.  History  of  Greek  Art.  Macmillan 
Tighe,  Ambrose.  Development  of  the  Roman  Constitution.  Amer. 
Book  Co. 

'‘'Tucker,  T.  G.  Life  in  Ancient  Athens.  Macmillan 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


SYLLABUS  IN  HISTORY 


53 


Wallace,  Levv^.  Ben-Hur.  Harper 

^i^Wheeler,  B.  I.  Alexander  the  Great.  Putnam 

Wilkins,  A.  S.  Roman  Anliquities.  Amer.  Book  Co. 

Wright,  J.  H.  Masterpieces  of  Greek  Literature.  Houghton 
Zimmern,  A.  E.  Greek  Commonwealth.  Clarendon  Press 

Major  sequence,  course  A 

Second  term:  The  growth  of  civilization,  800  to  iy8p 
^Adams,  G.  B.  European  History.  Macmillan. 

Growth  of  the  French  Nation.  Macmillan 

Civilization  During  the  Middle  Ages.  Scribner 

Archer  & Kingsford.  The  Crusades.  Putnam 
Barnes,  James.  Drake  and  His  Yeomen.  Macmillan 
Barry,  W.  F.  Papal  Monarchy  from  St  Gregory  the  Great  to 
Boniface.  Putnam 

'Bates  & Coman.  English  Plistory  as  Told  by  English  Poets. 
Macmillan 

Bateson,  Mary.  Medieval  England.  Putnam 
Bemont  & Monod.  Medieval  Europe.  Holt 
Besant,  Waiter.  Story  of  King  Alfred.  Appleton 

Life  of  Gaspard  de  Coligny.  Amer.  Book  Co. 

^Birkhead,  Alice.  Heroes  of  Modern  Europe.  Crowell 
Bryce,  James.  Holy  Roman  Empire.  Macmillan;  Crowell 
Bulfinch,  Thomas.  Age  of  Chivalry.  Dutton 
Cavendish,  George.  Life  of  Cardinal  Wolsey.  Dutton 
'•=  ^Chcyney,  E.  P.  Introduction  to  the  Social  and  Industrial 
History  of  England.  Macmillan 

' Readings  in  English  History.  Ginn 

Cook,  A.  S.  Asser’s  Life  of  King  Alfred.  Ginn 
Creasy,  E.  S.  Fifteen  Decisive  Battles  of  the  World.  Dutton 
Creighton,  Louise.  Stories  from  English  History.  Longmans 
Creighton,  Mandell.  Age  of  Elizabeth.  Longmans 

Life  of  Cardinal  Wolsey.  Macmillan 

'•'’Cross,  A.  L.  Shorter  History  of  England  and  Greater  Britain. 
Macmillan 

’Day,  Clive.  History  of  Commerce.  Longmans 
De  Quincjq  Thomas.  Joan  of  Arc.  Houghton 
Duruy,  Victor.  History  of  France.  Crowell 

Emerton,  Ephraim.  Introduction  to  the  Study  of  the  Middle  Ages. 
Ginn 

Medieval  Europe.  Ginn 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 
lAlso  useful  in  course  B. 


54 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Freeman,  E.  A.  Life  of  William  the  Conqueror.  Macmillan 

Short  History  of  the  Norman  Conquest.  Clarendon 

Old  English  History  for  Children.  Macmillan;  Dutton 

Froissart,  Jean.  Chronicles  of  England,  France  and  Spain.'  Dutton 

Boy’s  Froissart,  ed.  by  Sidney  Lanier.  Scribner 

^Frothingham,  J.  P.  Sea  Fighters  from  Drake  to  Farragut. 
Scribner 

Froude,  J.  A.  English  Seamen  of  the  Sixteenth  Century.  Scribner 
Gardiner,  S.  R.  Cromwell’s  Place  in  History.  Longmans 

' Students’  History  of  England.  Longmans 

First  Two  Stuarts  and  the  Puritan  Revolution.  Longmans 

’Green,  J.  R.  Short  History  of  the  English  People.  Amer.  Book 

Co. 

Griffis,  W.  E.  Brave  Little  Holland.  Houghton 

Young  People’s  History  of  Holland.  Houghton 

Hassall,  Arthur.  Louis  XIV.  Putnam 
Hayes,  C.  H.  J.  A Political  and  Social  History  of  Modern  Europe. 
2 V.  Macmillan 

’Hill,  Mabel.  Liberty  Documents,  1100-1900.  Longmans 
Tihi's,  N.  D.  Great  Books  as  Life-Teachers.  Revell 
Hughes,  Thomas.  Life  of  Alfred  the  Great.  Houghton 
’Hbert,  C.  P.  Parliament:  Its  History,  Constitution  and  Practice. 
Holt 

'Innes,  A.  D.  History  of  England  for  Use  in  the  Schools.  Putnam 
Irving,  V/ashington.  Conquest  of  Granada.  Dutton 
— — — • Alhambra.  Ginn 

Jacobs,  H.  E.  Life  of  Martin  Luther.  Putnam 
jessopp,  Augustus.  Coming  of  the  Friars.  Putnam 
Johnston  & Spencer.  Ireland’s  Story.  Houghton 
Jusserand,  J.  A.  English  Wayfaring  Life  in  the  Middle  Ages. 
Putnam 

'Kendall,  E.  K.  Source  Book  of  English  History.  Macmillan 
Kingsley,  Charles.  Hereward  the  Wake.  Crowell ; Dutton 

Westward  Ho!  Crowell;  Dutton 

Kipling,  Rudyard.  Puck  of  Pook’s  Hill.  Doubleday 
Lewis,  C.  T.  History  of  Germany.  Amer.  Book  Co. 

Lodge,  Richard.  History  of  Modern  Europe.  Amer.  Book  Co. 
Longman,  F.  V/.  Frederick  the  Great  and  the  Seven  Years’  War. 
Scribner  , 

Lytton,  Lord.  Harold,  the  Last  of  the  Saxon  Kings.  Dutton 
Last  of  the  Barons.  Dutton 

*Books  marked  witli  a star  should  be  purchased  h.i'st  and  duplicate  copies 
are  desirable. 

^Also  useful  ill  course 


SYLLABUS  IN  HISTORY 


55 


Macaulay,  T.  B.  History  of  England  from  the  Accession  of 
James  11.  Chapter  i.  Longmans 

Clive  and  Hastings.  Houghton 

Milton.  Houghton 

Earl  of  Chatham.  Merrill 

Frederick  the  Great.  Longmans 

Mahan,  A.  T.  Influence  of  Sea  Power  upon  History.  Little 
^Montague,  F.  C.  Elements  of  English  Constitutional  History. 
Longmans 

Morfill,  W.  R.  Story  of  Russia.  Putnam 

Morley,  John.  Sir  Robert  Walpole.  Macmillan 

Motley,  J.  L.  Peter  the  Great.  Merrill 

Munro  & Seilery.  Medieval  Civilization.  Century 

Ogg,  F.  A.  Source  Book  of  Medieval  History.  Amer.  Book  Co. 

Oliphant,  Mrs  M.  O.  Makers  of  Florence.  Macmillan;  Burt 

Parkman,  Francis.  Montcalm  and  Wolfe.  2 v.  Little 

Pioneers  of  France  in  the  New  World.  Little 

Jesuits  in  North  America.  Little 

La  Salle  and  the  Discovery  of  the  Great  West.  Little 

Count  Frontenac  and  New  France  under  Louis  XIV. 

Little 

The  Struggle  for  a Continent.  Little. 

Putnam,  Ruth.  William  the  Silent,  Prince  of  Orange.  Putnam 
Reddaway,  W.  F.  Frederick  the  Great  and  the  Rise  of  Prussia. 
Putnam 

^Robinson  & Beard.  Development  of  Modern  Europe.  2 v.  Ginn 

^ Readings  in  Modern  European  History.  2 v.  Ginn 

^Rolfe,  W.  J.  Tales  from  English  History.  Amer.  Book  Co. 
Roosevelt,  Theodore.  Oliver  Cromwell.  Scribner 
Roseberry,  Lord.  William  Pitt.  Macmillan 
Scott,  Sir  Walter.  Ivanhoe.  v.  e. 

Kenilworth,  v.  e. 

Sedgwick,  H.  D.  Short  History  of  Italy.  Houghton 
Seebohm,  Frederic.  Era  of  the  Protestant  Revolution.  Scribner 
Seignobos,  Charles.  Llistory  of  Medieval  and  Modern  Civiliza- 
tion. Scribner 

The  Feudal  Regime.  Holt 

^Synge,  M.  B.  Social  Life  in  England.  Barnes 
Tappan,  E.  M.  In  the  Days  of  Queen  Elizabeth.  Lothrop 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 

^Also  useful  in  course  B. 


S6 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


^Terry,  B.  S.  History  of  England.  Scott,  Foresman 
Thayer,  W.  R.  Short  History  of  Venice.  Houghton 
Trevelyan,  G.  M.  England  in  the  Age  of  Wycliffe.  Longmans 

England  Under  the  Stuarts.  Putnam 

Twain,  Mark.  Personal  Recollections  of  Joan  of  Arc.  Harper 
Villari,  P.  Life  and  Times  of  Savonarola.  Scribner 
Wakeman,  H.  O.  The  Ascendancy  of  France.  1598-1715. 
Macmillan 

^Webster,  W.  C.  General  History  of  Commerce.  Ginn 
Wilmot-Buxton,  E.  M.  Jeanne  D’Arc.  Stokes 

Story  of  the  Crusades.  Crowell 

Zimmern,  Helen.  The  Hansa  Towns.  Putnam 
1 Also  useful  in  course  B. 


SYLLABUS  IN  HISTORY 


57 


Course  B 
Major  sequence 

Second  year,  first  and  second  terms  (see  paragraph  in  black  face 
type  on  page  lo)  : 

Per  cent 
of  total 

First  term  recitations 

I Introduction  and  problems  of  the  period. 7 

II  The  French  revolution  and  its  influence  on  other  peoples  (1789- 

1799)  . . •; 6 

III  The  Napoleonic  era  and  its  world  results  (1799-1815) 5 

IV  The  period  of  reaction;  restorations  and  repression  after  1815...  3 

V  The  Industrial  revolution  and  the  growth  of  democracy  (1815- 

1848)  II 

VI  The  development  of  nationalism  after  1848 14 

Second  term 

VII  National  imperialism  ii 

VIII  Spread  of  European  civilization  over  the  world 6 

IX  International  relations  5 

X The  world  war  for  democracy 9 

XI  The  Russian  revolution  5 

XII  A survey  of  contemporary  civilization  10 

Review  8 

WORLD  HISTORY,  1789-1920 

I  Problems  of  the  period. 

A Political. 

1 Conflict  between  democracy  and  autocracy ; meaning ; 

how  far  the  problem  has  been  solved ; writers  on 
political  science;  work  for  the  future. 

2 Creation  of  constitutions;  representative  political  institu- 

tions ; extension  of  the  franchise ; comparison  of  the 
world  in  1789  with  the  world  today  on  these  points. 

3 Rise  of  nationalism,  national  imperialism  and  interna- 

tionalism. 

B Social  and  economic. 

1 The  industrial  revolution;  its  spread  over  the  world;  its 

effects. 

2 The  rise  of  socialism;  how  far  applied  today. 

3 The  formation  of  labor  unions;  social  and  economic 

theories  and  reforms;  efforts  to  abolish  poverty; 
humane  legislation. 

4 Changes  in  transportation  and  communication. 

5 Growth  of  industry,  banking  and  commerce. 


58 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


C Educationcd. 

1 Rise  and  spread  of  new  ideas  as  shown  in  fields  of 

science,  invention,  literature  and  art. 

2 The  spread  of  intelligence  and  culture  through  state 

agencies ; public  school  systems  and  institutions  of 
higher  learning. 

3 Private  endowments  and  institutions;  schools,  colleges, 

universities,  scientific  research,  museums,  libraries,  the 
press  etc. 

D Religious, 

1 Separation  of  church  and  state;  religious  freedom  and 

the  growth  of  toleration. 

2 Efforts  to  spread  the  Christian  faith  over  the  world. 

3 Federation  of  the  Christian  sects. 

4 Activities  of  the  non-Christian  religions. 

II  The  French  Revolution  (1789-99)  and  its  influence  on  other 
peoples, 

A Survey  of  the  civilization  of  the  world  in  iy8g. 

1 The  new  regime  in  America:  effects  of  the  American 

revolution  and  the  formation  of  a federal  republic,  the 
United  States,  upon  the  peoples  and  governments  of 
Europe;  the  rest  of  the  New  World  still  under  the 
control  of  European  powers. 

2 The  old  regime  in  Europe:  England  under  the  autocratic 

George  III,  a limited,  constitutional  monarchy,  was 
destined  to  be  the  most  redoubtable  enemy  of  the 
French  Revolution;  the  360  German  states  were  united 
in  the  Holy  Roman  Empire  and  dominated  by  the  two 
rival  states,  Prussia  and  Austria,  the  former  under  the 
absolute  Hohenzollern  king,  Frederick  William  II,  and 
the  latter  under  the  benevolent  despot,  Joseph  II; 
Russia  was  under  the  sway  of  Catherine  II ; Italy  was 
a collection  of  petty  states;  so-called  federal  republics 
existed  in  Holland  and  Switzerland;  a republic  whose 
head  was  an  elective  king  in  Poland ; aristocratic 
republics  in  Venice  and  Genoa  and  the  free  cities  in 
the  Holy  Roman  Empire.  Europe  was  aristocratically 
organized  with  scarcely  a trace  of  what  we  call  democ- 
racy. The  masses,  who  were  peasants,  were  crushed 
with  taxes,  discriminated  against  by  laws  and  customs, 
had  no  opportunities  for  education  and  enjoyed  no 


SYLLABUS  IN  HISTORY 


59 


share  in  government.  Serfdom  was  widely  prevalent. 
“ Benevolent  despots  ” attempted  reforms  from  above 
but  with  no  permanent  success.  No  honor  existed 
among  the  monarchs ; aggressive  wars  were  numer- 
ous, and  force  was  the  order  of  the  day.  Religion 
controlled  by  the  state. 

3 Africa  and  Asia  were  still  outside  the  influence  of  Euro- 
pean civilization,  with  the  exception  of  a few  trading 
posts  and  settlements. 

Map:  Europe  in  J/8g,  political  and  racial. 

The  general  treatment  of  the  character  and  purpose  of  the  French 
Revolution  will  be  as  follows ; 

1 Attempts  to  reform  France  under  a benevolent  despotism 

(1774-89). 

2 France  under  states  general,  national  assembly  and 

legislative  assembly  (1789-92). 

3 The  convention  (1792-95). 

4 The  directory  (1795—99). 

B Description  of  the  old  regime  in  France. 

1 Government:  absolute  monarchy ; the  king  ruled  by  divine 

right;  his  will  was  law  and  he  was  the  source  of  all 
justice  and  honors;  he  levied  taxes  and  spent  them  as 
he  pleased;  he  controlled  the  expression  of  thought  by 
censorship  of  the  press  and  books ; king  assisted  by 
five  royal  councils;  various  systems  of  law;  local  gov- 
ernment in  hands  of  36  intendants  appointed  by  the 
king;  government  was  inefficient,  complicated,  unscien- 
tific, corrupt  and  oppressive. 

2 Society  based  on  principle  of  inequality;  three  classes, 

clergy,  nobility  and  the  third  estate;  privileged  and 
unprivileged  classes  — 500,000  in  the  former  and 
24,500,000  in  the  latter;  subdivision  of  the  social 
classes  into  higher  and  lower  clergy,  old  and  new 
nobility,  and  middle  class  and  common  people.  The 
royal  court  of  18,000  people  at  Versailles.  Absenteeism. 

3 The  church,  rich  and  powerful,  collected  $100,000,000  in 

tithes  and  feudal  dues,  and  invited  criticism  by  the 
neglect  of  its  obvious  duties.  Wealth  and  worldly 
character  of  the  higher  clergy,  poverty  and  discontent 
of  the  lower  clergy. 


Go 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


4 The  nobles,  a privileged  class,  exempt  from  many  taxes 

and  enjoying  special  feudal  and  hunting  rights,  were 
hated  for  their  selfishness  and  greed.  Nobility  of  the 
sword  and  nobility  of  the  robe.  Discontent  of  the 
provincial  nobility.  Evils  of  absenteeism;  Vendee  and 
Brittany  an  exception. 

5 The  third  estate  was  unprivileged  and  subdivided  into 

the  bourgeoisie  (middle  class),  the  artisans,  and  the 
peasantry.  The  bourgeoisie  comprised  all  who  were 
not  manual  laborers  — lawyers,  physicians,  teachers, 
bankers  etc. ; wealthy  and  powerful ; desired  social  and 
political  reforms.  The  artisans  numbered  about 

2.500.000,  lived  in  the  towns  and  cities,  were  organized 
in  industrial  guilds.  The  peasants  numbered  about 

20.000. 000  and  paid  about  80  per  cent  of  their  earnings 
to  -the  state,  the  church  and  the  nobles.  All  were  free 
except  about  1,000,000  serfs.  Reasons  for  discontent 
in  the  third  estate. 

6 Industrially,  France  zvas  predominantly  an  agricultural 

state;  industries  in  the  towns  and  cities;  labor  guilds; 
monopolies ; internal  customs  duties. 

7 Education  in  the  hands  of  the  clergy;  the  press;  books. 
C Abuses  and  evils  of  the  old  regime. 

1 Injustice,  inequality  and  inefficiency  of  the  absolute  gov- 

ernment; lack  of  uniform  laws  and  administration; 
lettres  de  cachet;  arbitrary  and  unfair  system  of  taxa- 
tion — taille,  gabelle,  excise  tax  on  wine,  etc. ; oppres- 
sion of  governmental  officials;  favoritism,  corruption 
and  extravagance ; no  local  self-government ; no  politi- 
cal liberty. 

2 Surznval  of  many  medieval  feudal  abuses;  feudal  abuses 

of  the  nobility  and  higher  clergy  without  correspond- 
ing services. 

3 Economic  evils:  lack  of  good  roads,  of  freedom  of  labor 

and  of  commerce ; pauperism,  poverty  and  hardships 
of  the  peasants  and  parish  priests. 

4 Restrictions  on  liberty,  religious,  intellectual,  civil  and 

political. 

5 A summary  of  the  abuses  and  evils  of  the  old  regime. 

Library  and  notebook  topics:  (a)  Life  in  Paris  before 
1789;  {b)  Court  life  at  Versailles  under  Louis  XVI; 


SYLLABUS  IN  HISTORY 


6i 


(c)  Origin  and  justification  of  the  system  of  privi- 
lege; (d)  The  courts  of  law;  (e)  The  operation  of  a 
lettre  de  cachet;  (/)  Arthur  Young’s  trips  to  France. 
D Growth  of  a revolutionary  spirit  before  lySp:  positive  forces. 
*1  The  parlements’'  of  the  eighteenth  century:  how  they 
called  attention  to  flagrant  evils  and  proposed  “ funda- 
mental laws  ” ; report  of  the  Cour  des  Aides. 

2  Influence  of  English  writers  and  English  history. 

2,  The  destructive  and  constructive  results  of  the  writers: 
Montesquieu’s  The  Spirit  of  Laws;  attack  on  every 
form  of  tyranny  by  Voltaire;  Social  Contract,  Rous- 
seau ; Diderot,  Quesnay  etc. ; the  new  school  of 
economists. 

4 Effects  of  the  American  Revolution,  the  state  constitu- 

tions and  the  federal  constitution. 

5 How  a conscious  desire  for  liberty,  equality  and  fraternity 

developed  in  France. 

E Attempts  at  reform  under  Louis  XVI  down  to  1789. 

1 Louis  XV Ts  character  and  lack  of  qualifications  for  lead- 

ership; his  marriage  to  Marie  Antoinette. 

2 Critical  condition  of  national  finances;  threats  of  national 

bankruptcy. 

3 Turgofs  financial  policy  and  economic  reforms  (1774- 

76)  ; the  hostility  of  all  classes  forced  his  dismissal. 

4 NeckeVs  attempted  reforms  (1776-81)  ; Calonne  (1783- 

87)  ; Assembly  of  the  Notables  (1787)  ; Brienne. 

5 Rebellion  of  the  parlement  of  Paris,  the  first  signifi- 

cant instance  of  resistance  to  royal  tyranny;  recall  of 
Necker. 

6 The  states  general  summoned  to  meet  at  Versailles  May 

I,  lySp;  its  history  and  character;  how  elected;  the 
cahiers  and  their  historical  significance. 

Map:  France  in  1789,  showing  political  and  customs  lines. 
F France  under  states  general,  national  assembly  and  legisla- 
tive assembly,  iy8p—p2. 

I Beginnings  of  the  Revolution  and  the  destruction  of  the 
old  regime. 

a Opening  of  the  states  general,  May  5,  1789;  struggle 
over  organization  and  voting;  Sieyes’  pamphlet; 
Mirabeau;  popular  optimism  and  royal  indecision; 


62  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

third  estate  declared  itself  the  national  assembly 
on  June  lyth;  famous  tennis  court  oath  of  June 
20th;  king  legalized  the  national  assembly  on  June 
27th  and  it  adopted  the  title  constituent  assembly. 
h Royal  reaction  and  dismissal  of  Necker  July  nth 
answered  in  Paris  by  the  storming  of  the  Bastille 
July  14th  and  in  rural  districts  by  popular  out- 
breaks against  feudalism;  establishment  of  the 
national  guard  in  Paris;  a new  flag. 
c Social  revolution  of  August  4th;  Count  of  Artois 
and  reactionary  courtiers  fled  from  France. 
d Popular  suspicion  of  the  king  and  queen;  scarcity 
of  bread;  mob  of  women  march  from  Paris  to 
Versailles  October  ^th  and  6th;  royal  family 
forced  to  remove  to  Paris;  assembly  followed. 

2 Making  of  a new  constitution  for  France. 

a Determination  to  have  a constitution  revealed  in  the 
tennis  court  oath. 

b Declaration  of  the  rights  of  man  proposed  by  Lafay- 
ette in  imitation  of  American  usage;  contents, 
c The  constitution  was  slowly  elaborated  by  the  adop- 
tion of  articles  during  1789,  1790  and  1791 ; revised 
and  codified  as  a single  document  in  1791  and 
accepted  by  the  king;  two  fundamental  principles: 
sovereignty  of  the  people  and  separation  of 
powers;  France  a constitutional  monarchy ; powers 
of  the  king ; a suspensive  veto ; legislature  a single 
chamber;  limited  franchise;  an  elective  judiciary; 
8^  departments  for  local  government ; defects  of 
the  constitution. 

d Other  important  legislation;  confiscation  and  sale  of 
the  church  lands;  civil  constitution  of  the  clergy; 
the  nonjurors;  the  assignats  or  paper  money, 
e Continued  flight  of  the  nobles ; flight  of  the  king 
June  20,  lygi ; effect  — the  creation  of  a republi- 
can party;  unpopularity  of  Marie  Antoinette. 

/ Constituent  assembly  adjourned  September  30,  1791 ; 
the  self-denying  ordinance. 

3 Progress  of  the  revolution  under  the  legislative  assembly 

{October  i,  lypi—September  20,  ijp2). 


SYLLABUS  IN  HISTORY 


63 


a Character  of  members;  hostility  of  Jacobins  and 
Girondists. 

h Decree  against  the  nonjuring  priests  vetoed  by  the 
king;  rebellion  in  the  Vendh;  decree  against  the 
emigres  vetoed  by  the  king;  abolition  of  the  terms 
“ Sire  ” and  “ Your  Majesty  ” in  addressing  the 
king;  decline  of  the  assignats;  increase  of  the 
legislative  power  at  the  expense  of  the  executive. 
c Opposition  to  the  revolution  outside  of  France;  Dec- 
laration of  Pillnitz  August  27,  1791 ; its  effect  on 
popular  feeling  in  France;  parties  unite  to  declare 
war  on  Austria  April  20,  1792;  Robespierre’s 
opposition;  “the  country  in  danger”  decree; 
Jacobin  outbreak  against  the  king  June  20,  1792; 
Manifesto  of  the  Duke  of  Brunswick  July  25, 
1792;  the  “Federates”  of  July  14,  1792  and  the 
Marseillaise. 

d Insurrection  of  August  10,  1792  and  its  results;  the 
revolutionary  commune  of  Paris;  suspension  of 
the  king ; a constitutional  convention  called ; uni- 
versal franchise  proclaimed. 
e Foreign  invasion  produces  panic  in  Paris ; Marat  and 
the  press ; Commune  organizes  the  September 
massacres;  Prussians  checked  at  Valmy  Septem- 
ber 20,  1792. 

G France  under  the  national  convention  (1792—95);  the  first 
republic. 

1 Parties  and  leading  men  in  the  convention. 

2 That  “ royalty  is  abolished  in  France  ” unanimously  voted 

September  21,  1792  and  the  French  republic  decreed; 
the  “ Year  I trial  and  execution  of  Louis  XVI. 

3 A committee  of  general  security,  a committee  of  public 

safety,  and  a revolutionary  tribunal  created  to  save  the 
republic  from  internal  enemies;  an  army  of  300,000 
voted  to  meet  the  foreign  foes  — Austria,  Prussia,  Eng- 
land, Russia,  Spain,  Holland  and  the  German  and 
Italian  states ; victories  and  conquests  of  the  “ volun- 
teers of  1792”;  Dumouriez;  how  the  revolutionary 
ideas  were  spread  into  other  countries. 

4 Civil  war  threatened  by  the  struggle  between  the  bour- 

geoisie and  the  proletariat,  the  Girondists  and  the 


64  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Jacobins;  insurrection  of  June  2,  1793  organized  by 
the  commune,  expelled  the  Girondists  from  the  con- 
vention; Girondists  supported  by  60  out  of  83 
departments. 

5 Democratic  constitution  of  1793  drawn  up  by  the  con- 

vention to  placate  discontented  factions;  provisions; 
provisional  suspension. 

6 Meanwhile  government  of  France  in  hands  of  a strong 

provisional  government ; branches ; committee  of  gen- 
eral security,  committee  of  public  safety,  revolutionary 
tribunal  and  representatives  on  mission;  purpose  and 
activity  of  this  governmental  machinery ; system  based 
on  fear;  famous  law  of  “suspects”;  terror  the  order 
of  the  day;  execution  of  the  queen  October  16,  1793; 
the  radical  commune  dominated  the  convention ; repub- 
lican calendar  and  worship  of  reason;  Danton  advo- 
cates moderation;  his  arrest  and  execution;  dictator- 
ship of  Robespierre ; festival  of  the  Supreme  Being 
June  8,  1794;  the  law  of  Prairial  and  ‘'The  Great 
Terror” ; overthrow  and  execution  of  Robespierre  July 
27,  1794;  reaction. 

7 The  convention  framed  the  constitution  of  the  “ Year 

III”  (1795)  ; a>  bourgeois  republic;  legislature  of  two 
houses;  the  directory;  decrees  of  the  two-thirds ; out- 
break of  October  5,  1795;  Bonaparte's  “whiff  of  grape 
shot” ; convention  dissolved  October  26,  1795. 

8 Peaceful  achievements  planned  by  the  convention;  metric 

system;  codification  of  laws;  system  of  primary  and 
secondary  education;  the  normal  school,  polytechnic 
school,  law  and  medical  schools  of  Paris,  conservatory 
of  arts  and  crafts,  the  national  archives,  the  museum  of 
the  Louvre,  the  national  library  and  the  institute. 
Which  ones  have  been  permanent? 

Library  and  notebook  topics:  (o)  Thomas  Jefferson 
in  France;  (&)  Benjamin  Franklin  in  France; 
(c)  Expulsion  of  the  Jesuits  from  France;  {d) 
What  people  in  England  thought  of  the  revolution 
in  France;  {e)  The  life  of  Lafayette;  (/)  The 
trial  of  Louis  XVI;  {g)  Why  the  French  hated 
Marie  Antoinette;  {h)  The  life  of  Mirabeau,  Dan- 


SYLLABUS  IN  HISTORY 


OS 

ton  and  Robespierre  compared;  (i)  Changes  in 
dress  and  address  under  the  convention;  (;)  Life 
of  Charlotte  Corday. 

H The  Directory  (October  27,  1795-November  19,  1799). 

1 Prussia,  Spain  and  Holland  had  made  peace  with  the 

convention;  the  Batavian  republic. 

2 France  still  at  war  with  England,  Austria,  Piedmont  and 

the  lesser  German  states ; campaign  against  Austria  led 
by  Generals  Jourdan  and  Moreau  north  of  the  Alps  and 
General  Bonaparte  through  northern  Italy. 

3 Napoleon  Bonaparte:  nationality;  early  life;  education; 

at  siege  of  Toulon;  attitude  toward  the  revolution; 
marriage;  personal  appearance  and  habits ; his  oppor- 
tunity in  1795;  his  first  campaign  in  Italy;  Sardinia 
forced  to  make  peace  in  May  1796;  Austrians  driven 
out  of  Italy;  fate  of  Venice;  treaty  of  Campo  Formio 
(October  1797);  Bonaparte’s  return  to  Paris;  sent  to 
Egypt  May  19,  1798  to  attack  England,  the  only  re- 
maining enemy  of  France;  experiences  and  cause  of 
failure;  his  return  to  France. 

4 Unpopularity  of  the  directory;  Austria  and  Russia 

joined  England  in  a new  coalition  against  France; 
French  driven  out  of  Germany  and  Italy  and  new 
invasion  of  France  threatened;  coup  d'etat  of  General 
Bonaparte  on  November  9 and  10,  1799;  Directory 
overthrown;  popular  approval;  consulate  established. 
Ill  The  Napoleonic  era  (1799-1815)  and  its  world  results. 

A The  consulate  (1799-1804). 

1 The  constitution  of  the  year  VIII  (1799);  authorship; 

executive  power  in  hands  of  three  consuls ; Napoleon 
first  consul  and  real  head  of  the  new  republic ; council 
of  state,  legislative  body  and  senate;  prefects;  sub- 
prefects and  mayors;  fiction  of  popular  government 
kept  up,  but  Bonaparte  was  a real  sovereign. 

2 War  against  the  second  coalition;  Moreau  sent  to  attack 

the  Austrians  on  the  Rhine ; Bonaparte’s  second  Italian 
campaign;  Marengo  and  Hohenlinden;  Treaty  of  Lune- 
ville  February  9,  1801  with  Austria;  Treaty  of  Amiens 
March  1802  with  England;  new  boundaries  for  France. 


66 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


3  The  interval  of  peace  (1801-3);  reconstruction  of 
French  institutions;  the  fruits  of  the  revolution 
accepted;  Napoleon  championed  equality  and  frater- 
nity but  was  the  enemy  of  liberty  in  every  form; 
policy  of  conciliation  toward  all  factions  and  parties; 
liberal  treatment  of  nonjuring  priests  and  emigres; 
concordat  with  the  pope;  church  controlled  by  the 
state;  system  of  national  education  reorganized ; pub- 
lic improvements ; royalist  plots  and  conspiracies;  exe- 
cution of  the  Duke  d’  Enghien;  colonial  projects;  sale 
of  Louisiana  to  the  United  States  (1803). 

B The  Napoleonic  empire  (1804—15). 

1 In  1802  Napoleon  made  consul  for  life  with  the  right  to 

name  his  successor. 

2 To  meet  the  interests  of  the  French  people the  Senate 

approved  a new  constitution  making  Napoleon  emperor 
of  the  French  in  1804.  “ I found  the  crown  of  France 
lying  on  the  ground  and  I picked  it  up  with  my  sword.’’ 
Napoleon  took  Caesar  and  Charlemagne  as  his  models; 
how  old  Europe  regarded  the  new  emperor;  his  court. 

3 The  empire  a period  of  uninterrupted  war;  general 

causes;  England  the  constant  enemy;  sea  power  versus 
land  power;  renewal  of  war  with  England  (May 
1803)  ; Malta;  Hanover  seized;  coast  blockade;  prepa- 
rations to  invade  England;  Napoleon  weak  on  the 
ocean;  Battle  of  Trafalgar  (1805)  ; England  builds  up 
a new  coalition  with  Russia,  Austria  and  later  Prussia. 

4 Napoleon's  imperial  campaigns  (1805-7)  • (^')  CLgainst 

Austria  (1805);  capitulation  of  Ulm;  Battle  of  Aus- 
terlitz;  end  of  the  Holy  Roman  Empire;  Francis  II  as 
“ Emperor  of  Austria  ” ; the  Confederation  of  the 
Rhine;  (b)  against  Prussia  (1806);  Battle  of  Jena; 
(r)  against  Russia  (1807)  ; Battle  of  Eylau;  terms  of 
the  Treaty  of  Tilsit. 

5 Napoleon's  ''continental  system":  purpose;  difficulty  in 

execution;  its  effects  on  European  powers. 

6 National  uprisings  against  Napoleon  (1808—12). 

a The  Spanish  revolt  (1808—9)  ; importance  of  Spain 
and  Portugal  to  Napoleon’s  plans;  Joseph’s 
troubles;  Napoleon  in  Spain;  how  the  opposition 


SYLLABUS  IN  HISTORY 


67 


to  Napoleon  in  Spain  differed  from  previous 
opposition. 

b The  Austrian  revolt  (1809)  ; Austria’s  hopes;  Battle 
of  Wagram;  Napoleon’s  second  marriage;  his 
annexations;  his  position  in  Europe  in  1810;  ele- 
ments of  weakness  in  his  empire. 
c Opposition  of  Russia;  Napoleon’s  invasion  of  Russia 
(1812);  purposes;  causes  of  failure;  effects  on 
Napoleon’s  power. 

d Uprising  in  Prussia  (1813);  social  and  military 
reforms  in  Prussia;  Frederick  William  Ill’s  proc- 
lamations ; beginnings  of  the  War  of  Liberation.*’ 
Map:  Europe  in  1811  at  the  height  of  Napoleon’s 
power. 

7 The  dozvnfall  of  Napoleon  (1813-15). 

a Battle  of  Leipsic  (1813)  ; its  importance  for  Napo- 
leon and  Europe. 

b Elba  (1814);  invasion  of  France  by  the  allies; 
exhaustion  of  France;  desertions  from  Napoleon; 
Napoleon’s  abdication;  the  Congress  of  Vienna; 
how  Napoleon  lived  at  Elba;  the  first  restoration; 
the  charter  of  1814;  opposition  to  the  Bourbons. 
c Waterloo  (1815)  ; Napoleon’s  return  and  reception; 
the  “hundred  days”;  the  army  of  Napoleon;  the 
“Acte  additionel  ” ; Battle  of  Waterloo  (June  18, 
1815)  ; Napoleon’s  second  abdication ; the  treaties 
of  Paris;  the  second  restoration, 
d St  Helena  (1815—21)  ; how  Napoleon  passed  the  days 
of  his  exile ; his  character ; his  place  in  history. 

C Permanent  contributions  of  the  French  Revolution  and  Napo- 
leonic era  to  the  world’s  civilization ; as  shown  by  the 
initiation  or  acceleration  of  the  following: 

I Political 

a Repudiation  of  divine  right  monarchy. 
b First  modern  European  experiment  in  the  demo- 
cratic republican  form  of  government. 
c Exercise  of  popular  franchise. 
d Written  constitutions. 

e Liberty  in  thought,  speech,  assembly,  press,  worship 
and  property. 


3 


68 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


/ Codification  of  laws. 

g The  right  of  revolt  against  tyrannical  rulers. 

2 Social 

a The  overthrow  of  feudalism. 
b The  ascendancy  of  the  middle  class. 
c A new  freedom  for  the  common  people. 
d The  birth  of  new  schemes  for  social  reconstruction. 
e The  proclamation  of  “ equality  ” and  “ fraternity  ’h 

3 Economic 

a Destruction  of  old  gilds  and  freedom  of  labor. 
h National  industry  encouraged  and  protected  by 
tariffs. 

c Rise  of  the  capitalist  class  and  labor  problems. 
d Preparations  for  the  industrial  revolution. 

4 Educational 

a Proclamation  of  the  theory  of  public  education  for 
all  children. 

h Pounding  of  educational  agencies. 
c The  beginnings  of  modern  science. 
d The  rise  of  a new  literature. 

5 Religious 

a Religious  liberty  and  toleration. 

b Example  set  for  the  separation  of  church  and  state. 
c Beginnings  of  higher  criticism. 

IV  The  period  of  reaction;  restorations  and  repression  after 

1815, 

A Metternich. 

1 The  life  and  ideals  of  Metternich. 

2 His  attitude  toward  the  Erench  Revolution. 

3 His  theory  of  government  and  political  methods. 

B The  Treaty  of  Paris  (1814)  ; its  provisions  and  importance 
C The  Congress  of  Vienna  and  its  work  (1814-15). 

1 Leading  representatives  present ; its  character;  methods 

of  work. 

2 DUhciilty  of  its  problems;  legitimacy  and  '^compen- 

sations/' the  principles  on  which  its  settlements  were 
based. 

3 Commanding  position  of  Austria;  how  Talleyrand 

secured  the  recognition  of  France  as  a great  power. 

4 Prohibition  of  slave  trade  the  chief  constructive  reform. 


SYLLABUS  IN  HISTORY 


69 


5 Scttlemenfs ; The  Germanic  Confederation;  the  Italian 

states;  the  Netherlands ; Szmtzerland ; the  Scandina- 
vian states;  Poland  and  Saxony ; colonial  adjustments. 

6 Disregard  of  democracy  and  nationalism ; undoing  of  the 

work  of  the  congress  during  the  following  century. 
Map:  Europe  in  18 ly  after  the  Congress  of  Vienna. 

D International  alliances  and  congresses  to  prevent  revolutions 
and  to  preserve  the  peace  of  Europe. 

1 The  Holy  Alliance  (September  26,  1815)  ; its  purpose 

and  effects. 

2 The  Quadruple  Alliance  (November  20,  1815)  ; its  pro- 

visions. 

3 Congresses:  Aix-la-Chapelle  (1818);  Troppau  (1820); 

Laibach  (1821);  Verona  (1822). 

4 Systematic  repression  of  liberalism:  the  protocol  of 

Troppau  (1820)  ; the  doctrine  of  intervention;  Eng- 
land’s attitude;  France;  Monroe  Doctrine  (1823). 

E The  Bourbon  restoration  in  Erance  (1814—30). 

1 Louis  XVIII  and  the  charter  (1814). 

2 Ultra-royalism  and  the  “ white  terror.” 

3 Charles  X (1824—30)  ; the  clergy  and  the  nobility. 

F The  Bourbon  restoration  in  Spain. 

1 Ferdinand  VII  (1814-33)  suppressed  the  constitution  of 

1812. 

2 Press  gagged ; liberals  imprisoned ; inefficient  and  tyran- 

nical rule. 

G Portugal  was  under  the  control  of  England,  and  Italy  was 
dominated  by  autocratic  Austria. 

H Reaction  in  England  under  the  rule  of  the  old  Tories 
(1815-30). 

1 British  government  reactionary  at  home,  but  liberal 

abroad, 

2 Powers  and  influence  of  the  nobility;  inclosures  and  the 

corn  laws ; the  established  church. 

3 Inadequacy  of  the  representative  system;  true  interests 

of  the  people  neglected. 

4 Adoption  of  repressive  measures;  the  Six  Acts  (1819). 
I Russia 

I Alexander  I (1801-25)  abandons  experiments  in  liberal 
administration. 


70 


THE  UNIVERSITY  01-  ']  11  e’ STATE  OF  NEW  YORK 


2  Continued  reaction  under  Nicholas  I (1825-55). 

J Maintenance  of  autocracy  in  central  Europe. 

1 Austrian  dominio7ts ; MetternicEs  political  laboratory ; 

Austria’s  power  in  Europe. 

2 Prussia  under  Frederick  William  III  (1797-1840). 

3 The  German  Confederation;  why  formed;  weaknesses  of 

the  central  government ; the  Carlsbad  decrees  (1819)  ; 
governm.ent  in  the  small  German  states. 

K General  conclusions ; how  autocracy  was  being  undermined 
everywhere. 

V The  industrial  revolution  and  the  growth  of  democracy 
(18I5-A8). 

A The  industrial  revolution ; its  hnportance ; hozv  it  differed  from 
American  and  Fre^tch  Revolutions ; conditio^is  in  agri- 
culture and  industry  zvhich  preceded  it. 

1 Started  in  Great  Britain;  then  spread  to  the  United 

States,  France,  Germany  and  other  parts  of  the  world; 
still  in  progress. 

2 Causes:  discovery  of  nezv  forces  and  processes  and 

mechanical  inve?itions ; zvater  fra^ne,  coal,  iron,  steam 
and  electricity. 

3 Principal  mechanical  improvements : spimzing  and  weav- 

ing— Kay’s  fl}'-shuttle  (1738),  Hargreaveses  spinning 
jejiny  (1770),  Crompton’s  spinning  mule  (1779), 
Cartwright’s  pozoer  loom  (1785)  and  Whitney’s  cotton 
gin  (1792)  ; in  the  use  of  steam — Watt’s  steazn  engine 
(1769),  Fidton’s  steajnboat  (1807),  Trevitnick’s  loco- 
motive (1803),  Stephenson’ s locojnotive,  Fondon 
Times  printmg  press  (1814)  etc.;  in  transportation 
— canals,  railroads,  steamships ; in  the  use  of  elec- 
tricity— Morse’s  electric  telegraph  (1832);  in  farm 
machinery  — McCormick’s  reaper  ( 1831 ) . 

4 Econoznic  effects:  expansion  of  industry  and  comznerce ; 

foundation  of  England’s  supremacy ; capitalism  and 
the  factory  system;  increase  of  wealth. 

5 Social  effects:  grozvth  of  cities;  degradation  and  oppres- 

sion of  the  laborers ; woman  a7zd  child  labor;  rise  of 
socialism. 

6 Political  effects:  people  demand  rights  and  larger  share 

of  govez'nment ; policy  of  repression  follozved  by  that  of 
nonmterference ; in  England  parliamentary  reform 


SYLLABUS  IN  HISTORY 


71 


(1832),  municipal  self-government  (1835)  and  repeal 
of  the  corn  lazvs;  in  France  revolutions  of  1830  and 
1848;  in  Germany  economic  union  through  the  Zoll- 
verein  (1833)  ; and  in  the  United  States  a nezv  nation- 
alism through  the  agricultural-  development  of  the 
South,  immigration  and  manufactories  in  the  North, 
and  turnpikes,  canals  and  raihuays  opening  up  the  West. 
B The  political  revolutions. 

1 Revolution  in  Spain  (1820)  ; constitution  of  1812 

restored;  inquisition  and  religious  orders  suppressed; 
clerical  counter-revolution;  Congress  of  Verona  voted 
to  intervene  (1822)  ; French  army  restored  absolutism 

(1823)- 

2 Revolt  of  most  of  the  Spanish- American  colonics  betzveen 

1804  and  18 2 g.  Causes:  American,  French  and  Span- 
ish revolutions ; corrupt  and  inefficient  Spanish  colonial 
rule.  Established  republics  patterned  after  the  United 
States,  European  despots  determined  to  crush  the 
revolution  in  the  colonies;  opposition  of  Great  Britain; 
the  Monroe  Doctrine  issued  in  182^  to  protect  repub- 
lican institutions  in  the  Nezv  World. 

3 Revolution  in  Portugal  (1820)  ; causes  and  results, 

Brazil  became  an  independent  empire  in  1822,  a republic 
in  1889. 

4 Revolutions  in  Italy:  in  Naples  (1820)  inspired  by  the 

Spanish  revolt ; Carbonari ; crushed  by  Austrian 
troops;  in  Piedmont  (1821),  suppressed  by  Austrian 
and  Russian  armies. 

5 The  Greek  Revolution  (1821—29)  : rebellion  against  the 

Turks  in  1821  ; enthusiasm  of  European  peoples;  inter- 
vention of  Russia,  England  and  France ; a new  policy; 
naval  battle  of  Navarino;  withdrawal  of  England; 
Russia  defeated  the  Turks;  Treaty  of  Adrianople  and 
independence  of  Greece  (1829)  ; beginning  of  the  near 
eastern  question. 

6 The  Revolution  of  1830:  reasons  for  its  appearance  first 

in  France;  the  July  revolt  and  the  overthrow  of 
Charles  X ; wFy  the  central  powers  under  Metternich 
did  not  intervene;  new  constitution;  rule  of  Louis 


72  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Philippe  (1830—48).  Spread  of  the  revolution  over 
Europe : causes ; results ; Belgium  separated  from  Hol- 
land and  its  independence  guaranteed  by  the  powers; 
Polish  movement  crushed  by  Russian  autocracy;  futile 
uprisings  in  Germany  and  Italy  because  of  predom- 
inance of  Austria ; aided  the  great  reform  bill  in  18 y2 
in  England  and  the  emancipation  of  slaves  in  her  colo- 
nies in  i8gg;  in  the  United  States  the  triumph  of  the 
new  democracy  of  the  Middle  West  in  the  election  of 
Andrew  Jackson;  political  reforms  and  the  growth  of 
abolition  societies. 

7 The  Revolution  of  1848 : persistence  of  the  principles  and 

ideas  of  the  earlier  revolutions ; why  it  broke  out  in 
France;  arbitrary  rule  and  zveak  foreign  policy  of 
Louis  Philippe;  Guizot;  political  parties;  the  Social- 
ists; Louis  Blanc;  fusion  of  all  parties  against  the 
despotism  of  the  king;  “reform  banquets”;  the  Feb- 
ruary outbreak ; overthrow  of  Louis  Philippe ; the  con- 
stituent assembly;  the  second  republic  (1848-52),  first 
phase:  problems  of  the  working  class;  second  phase: 
the  ''June  Days’"  and  the  triumph  of  the  middle  class; 
the  new  constiUition;  election  of  Louis  Napoleori  as 
president. 

8 Spread  of  the  revolution  over  Europe;  in  Prussia;  Berlin 

riots ; the  constitution  of  18 jo;  effort  to  make  Ger- 
many a republic  or  a limited  constitutional  monarchy; 
the  Frankfort  parliament;  liberal  movement  thwarted 
by  Austria  and  Prussia;  in  the  Hapsburg  dominions 
conflict  between  democracy  and  nationalism ; revolts  in 
Vienna,  Hungary,  Bohemia  and  Italy ; political  changes 
and  social  reforms;  accession  of  Francis  Joseph; 
revolts  put  down  by  force  and  absolutism  restored; 
beginnings  of  constitutional  government  in  Sardinia 
(1848);  the  Hungarian  constitution  (1848). 

9 The  Chartist  movement  in  England;  the  people’s  parlia- 

ment and  second  petition  in  1848;  movement  sup- 
pressed; the  new  Dutch  constitution  of  1848;  how  the 
revolutions  of  1848  affected  the  United  States  ; German 
migration  to  the  United  States. 

10  General  conclusions;  where  the  revolution  of  1848  suc- 
ceeded and  where  it  failed ; reasons. 


SYLLABUS  IN  HISTORY 


73 


Map  work:  Map  of  Austria-Hungary  showing  the  vari- 
ous races. 

Library  and  notebook  topics:  (o)  The  national  workshops 
in  Paris;  (b)  Louis  Blanc;  (c)  Students  in  the  German 
revolution  of  1848;  (d)  The  life  and  services  of  Carl 
Schurz;  (e)  Louis  Kossuth. 

C Period  of  formation  of  constitutions. 

1 In  the  United  States:  the  state  constitutions ; the  federal 

constitution;  their  effect  on  Europe  and  the  rest  of  the 
world;  Latin-American  constitutions. 

2 In  France:  comparison  of  the  revolutionary  constitu- 

tions of  1791,  1793  and  1795;  the  Napoleonic  consti- 
tutions; the  charter  of  1814;  the  constitution  of  1830; 
and  the  constitution  of  1848;  significance  of  all  these 
changes ; effects  on  other  countries. 

3 In  England  the  great  reform  bill  of  i8g2,  the  municipal 

reform  act  of  1835 ; Lord  Durham’s  Report  on  Canada 
— the  Magna  Charta  of  the  colonies  ” — led  to  respon- 
sible government  in  all  British  white  colonies. 

4 In  the  Iberian  peninsula  the  constitution  of  1812  the  basis 

for  liberalism;  restored  in  Spain  in  1820;  the  consti- 
tution of  1834;  the  Portuguese  constitution  of  1822; 
the  constitution  of  1834. 

5 In  Italy:  the  constitution  of  1820  in  Naples;  constitution 

of  1848  in  Sardinia;  constitutions  of  1848  in  the 
republics  of  Venice,  Florence  and  Rome;  the  Sardin- 
ian constitution  the  basis  for  modem  Italy. 

6 In  central  Europe : constitution  of  the  German  Confed- 

eration (1815-67)  compared  with  the  American 
Articles  of  Confederation;  the  Zollverein  (1818-42); 
liberal  constitution  for  a federal  empire  (1848)  ; radical 
constitution  proposed  for  Prussia  (1848)  but  replaced 
by  a constitution  granted  by  the  king  (1850)  ; a liberal 
constitution  granted  to  Hungary  (1848)  ; the  Austrian 
imperial  constitution  (1848)  ; constitutions  in  the  small 
German  states  in  1848;  swept  away  by  reaction. 

7 In  the  small  European  states : Denmark  granted  a con- 

stitution by  the  king  in  1849;  Belgian  constitution  of 
1831;  the  Dutch  constitution  of  1848;  Swiss  constitu- 
tion of  1848. 

8 General  conclusions. 


74 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


T)  The  rise  of  socialism. 

1 Impetus  from  the  French  Revolution  for  the  reconstruc- 

tion of  society ; effect  of  the  later  revolutions ; effect  of 
the  industrial  revolution;  Babeuf. 

2 The  Utopians : Saint-Simon,  fought  in  the  American 

Revolution  and  helped  in  the  French  Revolution;  his 
New  Christianity  urged  a new  system  of  society; 
Charles  Fourier,  his  scheme  of  communal  living;  the 
Brook  Farm  in  America;  Robert  Owen  devoted  his  life 
and  fortune  to  social  reforms ; his  communistic  colo- 
nies; his  New  Harmony  Colony  in  Indiana  in  1825;  he 
coined  the  word  “ socialism.” 

3 Louis  Blanc  (1811-1882)  wrote  '‘The  Organisation  of 

Labor  ” in  1839,  urged  the  state  to  create  “ social  work- 
shops  ” in  the  revolution  of  1848. 

4 Karl  Marx  (1818-1883),  the  father  of  modern  socialism, 

and  Friedrich  Engels  (1820-1895)  wrote  the  famous 
“ Communist  Manifesto  ” in  1848  — ""  the  hirth-cry  of 
modern  socialism  ” ; Marx  expelled  from  Germany  in 
1848;  his  later  life;  Das  Kapital;  the  “ International.” 

5 Spread  of  socialistic  ideas  among  the  working  class;  its 

social  and  political  residts. 

6 Anarchism  and  syndicalism;  Proudhon;  Bakunin. 

E Social,  economic,  religious  and  educational  reforms  in  Great 
Britain. 

1 Reforms  under  the  Tories  to  1830;  revision  of  the  crim- 

inal code  in  1823  and  the  death  penalty  replaced  by 
milder  punishment  in  about  one  hundred  cases ; law 
permitting  workingmen  to  organize  to  fix  wages  and 
hours  of  labor  but  not  to  strike;  disabilities  of  Non- 
conformists removed  (1828)  ; Catholic  emancipation 
act  of  i82g;  Irish  relief  act  (1838). 

2 During  the  Whig  ministries  (1830—41)  and  the  Peel  min- 

istry (1841-46):  abolition  of  slavery  (1833);  penny 
post  (1840);  the  factory  act  (1833);  the  poor  law 
(1834);  employment  of  boys,  girls  and  women  in 
mines  prohibited  (1842)  ; ten  hour  act  (1847)  1 repeal 
of  the  corn  laws  (1846)  ; significance  of  these  reforms; 
voting  national  funds  for  public  education. 


i 


li 

i 


I 


SYLLABUS  IN  HISTORY 


75 


3  Contrast  between  the  era  of  reform  in  England  and  con- 
ditions in  continental  Europe  where  revolutions  and 
new  constitutions  measure  the  progress  of  reforms. 

F In  the  United  States  there  arose  a new  sense  of  respon- 
sibility of  the  national  and  local  governments  for  the 
general  welfare  of  the  people;  rise  of  governmental, 
charitable  and  correctional  institutions ; laws  releasing 
debtors;  temperance  societies;  growth  of  abolition 
societies;  laws  to  protect  children  and  workers;  organi- 
zation of  missionary  societies;  the  opening  of  institu- 
tions of  higher  education  to  women;  public  school 
systems  and  state  universities. 

G How  all  these  forces  helped  democracy  to  undermine  autoc- 
racy. 

VI  The  development  of  nationalism  after  1848. 

A Nationalistic  strivings  before  1848. 

1 Influence  of  the  American  and  French  Revolutions. 

2 Nationalism  a factor  in  the  overthrow  of  Napoleon. 

3 The  Congress  of  Vienna  ignored  the  principle  of  nation- 

alism; Metternich ; hostility  of  the  autocratic  rulers.. 

4 Distinct  efforts  for  national  unity  in  the  various  revolu- 

tions in  France,  Germany,  Italy,  Greece,  Belgium, 
Poland  etc. 

5 The  patriotic  literature,  especially  in  Germany  and  Italy. 

6 Secret  societies  like  the  Carbonari  and  the  Burschen- 

schaft. 

7 Disastrous  effects  of  race  nationalism  in  the  revolution 

of  1848  in  Austrian  Empire  in  defeating  democracy. 

B France  under  Louis  Napoleon  (1848—71). 

1 Brief  review  of  the  history  of  France  from  1815  to  1848. 

2 The  second  French  republic  (1848-52)  : election  of  Louis 

Napoleon  as  president;  his  previous  career  and  ideas; 
champion  of  law,  order  and  nationalism ; old-age  pen- 
sions for  workingmen  (1850);  economic  interests  of 
middle  class  protected ; privileges  of  Catholic  clergy 
restored;  law  restricting  franchise  (1850)  opposed  by 
Louis  Napoleon : Coup  d'etat  of  December  2,  18 ji 
approved  by  popular  plebiscite ; the  new  constitution 
promulgated  January  1852. 

3 The  second  empire  (1852-70)  : December  2,  1852  Louis 

Napoleon  became  Emperor  Napoleon  III ; period  of 


76 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


popularity  of  the  second  empire  (1852-60)  ; working- 
men permitted  to  organize  cooperative  societies  (1863) 
and  the  legal  right  of  labor  unions  to  strike  recognized 
(1864)  ; free  trade  and  commercial  prosperity ; begin- 
nings of  a French  empire  — Algeria  (1857),  Cochin 
China  and  Annam  (1858),  Cambodia  (1863),  Mexican 
entei-prise  (1861-67);  the  Crimean  War  (1854-56); 
Italian  intervention  (1859)  5 of  clerical  and  repub- 
lican hostility  to  Napoleon  III ; revised  constitution 
of  1870;  public  improvements  and  peacefid  achieve- 
ments; war  vvath  Germany  to  preserve  the  second 
empire;  defeat  and  overthrow  of  Napoleon  III. 

C The  unification  of  Italy. 

1 Preparation  for  the  unification  of  the  Italian  states ; the 

work  of  Napoleon;  the  futile  national  uprisings  against 
Austria  in  1830  and  1848;  the  Carbonari;  the  projects 
of  Mazzini  and  Gioberti ; Charles  Albert  of  Sardinia 
and  the  constitution  of  1848. 

2 CavouPs  wise  planning  for  a successful  unification:  (a) 

military  and  economic  participation  in  the  Crimean 
War;  preparation  of  Sardinia  for  leadership  under 
Victor  Emmanuel  (1849-78)  ; (b)  the  cooperation  of 
all  Italian  states  under  Victor  Emmanuel;  (c)  military 
alliance  with  France  under  Napoleon  III  to  drive  Aus- 
tria out  of  Italy;  how  these  plans  were  accomplished. 

3 The  Austro -Sardinian  War  (1859);  how  Cavour  forced 

Austria  to  declare  war;  congress  proposed  by  Russia 
and  England  to  settle  Italian  afifairs ; Franco-Italian 
victories;  Franco- Austrian  peace  of  Villafranca  (July 
II,  1859)  ; Lombardy  granted  to  Sardinia;  Savoy  and 
Nice  ceded  to  France  (March  24,  i860). 

4 The  second  step  in  unification:  Garibaldi  conquered 

Sicily  and  Naples ; Victor  Emmanuel  marched  by  land 
to  Naples;  a plebiscite  added  the  tzvo  Sicilies  to  the 
kingdom  of  Sardinia;  Victor  Emmanuel  II  proclaimed 
king  of  Italy  by  the  first  Italian  parliament  at  Turin 
February  18,  1861. 

5 The  third  step  in  unification:  as  compensation  for  alli- 

ance with  Prussia  in  the  Austro-Prussian  War  of  1866, 
Italy  secured  Venetia. 


SYLLABUS  IN  HISTORY 


77 


6 The  fourth  step  in  unification:  during  the  Franco-Prus- 

sian  War  the  Italians  took  Rojne  and  by  a popular 
plebiscite  annexed  it  to  Italy  and  proclaimed  it  as  the 
capital. 

7 The  fifth  step:  the  entry  of  Italy  in  the  worla  war  in 

191S  lo  complete  her  national  unity  on  iUe  Austrian 
frontier. 

Map:  Italy,  showing  progress  of  unification  (1848-yi) . 

D The  unification  of  Germany  under  the  leadership  ofi  Prussia 
and  Bismarck. 

1 Preparation  for  German  nationalism:  weakness  of  the 

German  confederation;  growth  of  German  liberalism 
culminating  in  the  revolution  of  1830  and  especially  in 
the  revolution  of  1848;  the  failure  of  the  Frank- 
fort parliament  to  create  a constitutional  state  in  Ger- 
many; the  Zollverein  and  its  unifying  influences; 
beginnings  of  the  industrial  revolution ; the  gradual 
ascendancy  of  Prussia  over  Austria  as  the  controlling 
power  in  German  political  and  industrial  affairs;  the 
effect  of  the  unification  of  Italy;  the  accession  of  Wil- 
liam I as  king  of  Prussia  (1861)  ; army  reforms;  Bis- 
marck appointed  prime  minister  of  Prussia  (1862). 

2 Bismarck's  plans  for  the  unification  of  Germany  under 

Prussian  leadership : (a)  to  create  a powerful  military 
machine  in  Prussia ; his  arbitrary  treatment  of  parlia- 
ment; {b)  to  use  the  army  to  increase  Prussia’s  polit- 
ical power  and  territory;  policy  of  “blood  and  iron”; 
(c)  to  drive  Austria  out  of  German  politics;  {d)  to 
unite  Germany  under  Prussian  rule;  {e)  to  make 
Prussianized  Germany  the  dominant  power  in  Europe. 

3 War  with  Denmark  over  Schleszvig-Holstein  (1864): 

causes ; attitude  of  European  powers ; why  Austria 
joined  Prussia  in  the  war;  division  of  the  spoils  of 
war. 

4 Austro-Prussian  War  (1866).  Bismarck’s  agreement 

with  Napoleon  III  and  the  treaty  of  alliance  with 
Italy;  causes  of  the  war;  South  German  states;  easy 
Prussian  victory ; Treaty  of  Prague  (August  23,  1866)  ; 
terms ; formation  of  the  North  German  Confederation 


78 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


(1867);  constitution;  alliance  with  the  South  Ger-  ' 
man  states ; the  consolidation  of  the  institutions  of  the  * 
new  federal  state.  ' 

5  The  Franc o-Priissian  War  (1870-71):  causes;  the  Ems  i 
dispatch;  German  successes;  Treaty  of  Frankfort 
(May  10,  1871);  terms;  seizure  of  Alsace-Lor-  ; 

raine;  the  indemnity;  coronation  of  William  I as  em-  ' 
peror  of  Germany  at  Versailles,  January'  18,  1871  ; : 

formation  of  the  German  Empire ; constitution;  terms  1; 

under  which  the  South  German  states  entered  the  ' 

union;  Prussianizaiion  of  the  German  Empire;  hege-  | 
mony  of  the  German  Empire  in  Europe.  \ 

Map:  Germany  in  1871,  showing  progress  of  unification  ^ 
(indicate  Zollverein). 

E Formation  of  the  dual  monarchy  of  Austria-Hungary.  ' 

1 Composite  racial  character  of  A±u.stria-Hungary ; com- 

parison with  other  European  nations ; no  national  unity  | 
or  patriotism ; Metternich  held  in  check  all  strivings 
for  democracy  and  nationality  before  1848. 

2 Revolution  of  1848  was  both  dem.ocratic  and  national-  ^ 

istic;  various  nationalistic  uprisings  only  temporarily  j 
successful ; restoration  of  absolutism ; constitutional 
government  within  the  states,  i860. 

3 Loss  of  Italian  possessions:  Lombardy  (1859);  domi- 

nance in  central  Italy;  Venetia  (1866)  ; Trentino  and 
Triest. 

4 Driven  out  of  the  Germanic  Confederation  by  Prussia  in 

1866.  ’ j 

5 The  Ausgleich  in  186/:  union  between  the  Austrian 

Empire  and  the  kingdom  of  Hungary ; character  of  the 
government  and  political  institutions  of  the  two  states; 
personal  union  under  Francis  Joseph  (1848-1917). 

6 Deep  discontent  of  the  Slavs  and  the  Italians. 

7 In  industrial  development,  political  liberty  and  social 

reforms  Austria-Hungary  lagged  far  behind  France, 
England  and  the  United  States ; compulsory  elemen- 
tary education  in  Austria  (1869);  many  perplexing, 
unsolved  problems. 

8 Interest  in  the  Balkans;  Berlin  Congress  (1878)  ; Bosnia 

and  Herzegovina  occupied  (1878)  ; annexed  (1908). 


SYLLABUS  IN  HISTORY 


79 


¥ The  consolidation  of  Russia. 

1 Nicholas  I (1825-55)  • the  foe  of  democracy  and  prog- 

ress, and  champion  of  an  intense  narrozv  nationalism ; 
Treaty  of  Adrianople  added  Georgia  and  other  prov- 
inces of  Caucasus  to  Russia  (1829)  ; protectorate  over 
Rumania;  crushed  Polish  revolution  (1831);  helped 
Austria  crush  Sardinian  revolt  (1848)  and  the  Hun- 
garian Republic  (1849)  ; ambition  to  rule  the  Balkans; 
defeated  by  France  and  England  in  aspiration  to  gain 
Constantinople  in  the  Crimean  War  (1854—56). 

2 Alexander  11  (1855-81);  reforms;  emancipation  law 

freed  the  serfs  on  private  estates  (1861)  ; serfs  in 
domestic  service  freed  in  1863;  crown  serfs  freed  in 
1866;  results;  new  code  of  laws  based  on  models  of 
western  Europe  (1864)  ; local  self-government  through 
the  Zemstvos  (1864);  educational  reforms;  partial 
freedom  of  the  press ; internal  improvements. 

3 Reactionary  measures:  Polish  revolt  crushed  (1863); 

powers  of  the  Zemstvos  curtailed ; rigorous  censorship 
of  the  press ; infamous  “ third  section  ” of  secret  police 
of  Nicholas  I revived ; modern  science  and  social  studies 
excluded  from  schools ; army  reorganized  and  com- 
pulsory military  service  adopted  (1874);  fleet  built 
on  Black  sea  contrary  to  Treaty  of  Paris  (1856)  ; 
Russo-Turkish  War  (1877-78);  terms  of  Treaty  of 
San  Stephano  (March  3,  1878)  ; opposition  of  England 
and  Austria;  Berlin  Congress  (1878);  rise  of  revolu- 
tionary parties;  Nihilists;  anarchists;  socialists;  terror- 
ists; assassination  of  the  czar  (1881). 

G Dismemberment  of  the  Turkish  Empire  and  the  rise  of  Balkan 
national  states. 

1 Rivalry  of  the  interests  of  the  European  powers  in  the 

Ottoman  Empire. 

2 Growth  of  nationalism  in  the  Balkans  among  peoples 

under  Turkish  rule  — Serbs,  Bulgars,  Rumanians, 
Greeks,  Armenians  and  Jews. 

3 Beginnings  of  separation : independence  of  Montenegro 

(1799)  ; independence  of  Greece  (1829)  ; “ unredeemed 
Greece  ” ; Otto  of  Bavaria  first  constitutional  king  of 
Greece  (1832)  ; deposed  (1862)  ; George  I elected  king 
(1863)  i acquisition  of  Ionian  islands;  Thessaly  added 


8o  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

(i88i)  ; Rumanian  provinces  granted  autonomy  under 
Russian  protection  (1829);  autonomy  recognized  by 
European  powers  (1862)  ; autonomy  of  Servia  granted 
(1830)  ; Turkish  soldiers  withdrawn  (1867).' 

4 England  dominant  power  in  Balkans  and  Turkish 

Empire  (1855-65)  ; ‘'Sick  man  of  the  East” ; Crimean 
War  preserved  the  integrity  of  Turkish  Empire ; Treaty 
of  Paris  (1856). 

5 Rnsso-Tnrkish  War  (1877—78);  Russia  the  “big 

brother”  of  small  Balkan  states;  Treaty  of  San 
Stephana  (1878);  settlements;  opposed  by  England 
and  Austria;  Congress  of  Berlin  (1878)  revised 
treaty;  Montenegro,  Servia  and  Rumania  declared 
entirely  independent ; Bulgaria  lost  eastern  Rumelia 
and  Macedonia  but  granted  autonomy;  Austria-Hun- 
gary given  right  to  administer  Bosnia  and  Herzegovina 
and  special  privileges  in  Novibazar;  England  was 
granted  the  right  to  occupy  Cyprus ; Russia  secured 
Bessarabia  and  some  Armenian  districts ; Greece’s  pos- 
session of  Thessaly  was  legalized  and  the  “ integrity  ” 
of  the  Turkish  Empire  was  guaranteed;  the  near-east- 
ern question  not  solved  by  the  congress. 

H The  unification  of  the  United  States. 

1 Grozvth  of  sectionalism  between  the  North  and  the  South; 

economic  and  social  divergences;  question  of  the  con- 
stitutional power  of  Congress  over  slavery  and  the 
tariff;  Missouri  Compromise  (1820). 

2 The  tariff  controversy;  nullification  ordinance  of  South 

Carolina  (1832). 

3 Slavery  controversy ; abolition  agitation;  annexation  of 

Texas;  Mexican  War;  compromise  of  1850  and  fugi- 
tive slave  lav/;  Kansas-Nebraska  act  (1854);  Dred 
Scott  decision  (1857)  ; John  Brown  raid  (1859)  ; presi- 
dential election  of  i860. 

4 Civil  War  (1861-65)  ; secession  movement;  formation  of 

the  Confederate  constitution ; military  events ; Lincoln 
and  abolition  of  slavery ; triumph  of  the  unionists ; a 
new  nationalism. 

5 Reconstruction  of  the  South;  amendments  to  the  consti- 

tution; formation  of  the  “solid  south”;  undoing  of 
reconstruction ; the  race  problem. 


SYLLABUS  IN  HISTORY 


8i 


6 Social,  industrial  and  educational  progress. 

I Awakening  of  China  and  modernization  of  Japan. 

1 Early  history  of  China ; advent  of  European  traders;  the 

opium  war  (1840-42);  treaties  of  Tientsin  and 
Peking,  1858-60;  foreign  aggressions  of  Russia, 
Japan,  Germany,  France  and  England  threaten  the 
integrity  of  China;  the  Taiping  Rebellion;  nationalis- 
tic and  reform  movements  in  opposition  to  the  Man- 
chu  dynasty. 

2 Early  history  of  Japan;  Commodore  Perry's  visit  (1853)  ; 

his  treaty  (1854)  ; Great  Britain,  Holland  and  Russia 
demand  concessions;  new  treaties  (1858)  ; armed  inter- 
vention of  Great  Britain  (1863);  bombardment  of 
Shimonoseki  by  England,  France,  Holland  and  the 
United  States  (1864)  ; results;  Japanese  revolution  of 
1867-68;  end  of  Shogunate  (1867);  the  ''enlightened 
ruler"  Mikado  Mutsuhito  (1867-1912);  abolition  of 
feudalism  (1871)  ; reforms;  Europeanization  of  Japan 
— learning,  religion,  liberty,  law  codes,  written  consti- 
tution, parliamentary  government,  internal  improve- 
ments; first  railway  (1872). 

J Progress  of  the  Latin- American  republics. 

1 Reasons  for  slow  development:  small  European  popula- 

tion, landed  aristocracy,  and  lack  of  capital ; Indians 
and  negroes;  general  character  of  civilization. 

2 “ Revolutions  ” and  foreign  adventurers ; ten  Latin- 

American  republics  in  1830,  twenty  in  1914;  Central 
America  Federation  (1838-47)  divided  into  five  small 
states ; Bolivar’s  Great  Colomibia  split  into  four  states 
— Colombia;  Venezuela  (1829),  Ecuador  (1831),  and 
Panama  (1903);  eastern  part  of  Haiti  became  Santo 
Domingo  (1844)  ; possessions  of  England,  France, 
Holland  and  Denmark;  governmental  problems;  civil 
wars;  cultural  progress;  nationalistic  strivings;  devel- 
opment of  constitutional  government  and  free  political 
institutions;  French  intervention  in  Mexico  (1864-67). 

K General  conclusions  about  the  history  of  the  world  for  the 
third  quarter  of  the  nineteenth  century. 


82 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


VII  National  imperialism. 

A The  British  Empire. 

1 The  Crimean  War  and  the  integrity  of  Turkey. 

2 The  American  Civil  War;  attitude  of  classes  in  England; 

the  Alabama  claims. 

3 Reform  movements:  (Select  typical  reforms  and  show 

their  significance.) 

a Political  reforms:  reform  hill  of  i86y;  the  ballot  act 
(1872)  ; Gladstone  and  the  reform  measures  of 
1884  and  i88g;  count}'  councils  act  (1888)  ; parlia- 
ment act  of  igii;  the  English  government  and 
political  parties;  payment  of  members  of  parlia- 
• ment;  universal  adult  suffrage. 

b Social  reforms:  factory  legislation  (1878  and  1901)  ; 
minimum  wage  for  miners  (1912);  workmen's 
compensation  act  (1905)  ; trade  disputes  act 
(1906)  ; old-age  pensions  act  (1908)  ; small  hold- 
ings act  (1907)  ; labor  exchange  act  (1909)  ; 
national  insurance  act  (1911);  housing  and  town 
planning  act  (1909)  ; Lloyd  George’s  land  reform 
(1913-14)  ; rise  of  the  Labor  party;  protection  of 
trade  unions. 

c Educational  reforms:  the  board  schools  (1870)  ; the 
educational  act  of  1902  and  its  opponents;  educa- 
tional act  of  1906;  Irish  University  established 
(1908)  ; educational  act  of  1917. 
d Religious  reforms:  the  state  church ; compulsory 
church  rates  abolished  (1868)  ; disestablishment  of 
the  state  church  in  Ireland  (1869);  degrees  of 
Oxford  and  Cambridge  opened  to  those  of  all 
religious  faiths  (1871);  burials  act  (1880);  new 
oath  for  George  V (1910)  ; state  church  disestab- 
lished in  Wales  (1914). 

e Reforms  in  Ireland:  Irish  church  act  (1869)  ; Irish 
land  acts;  Gladstone’s  home  rule  bill ; local  govern- 
ment ; Irish  nationalism  and  agitation  for  self- 
government;  home  rule  bill  of  1914;  opposition  of 
Ulster  Unionists;  Irish  insurrection  (April  1916)  ; 
the  Irish  and  the  world  war. 

4 The  self-governing  colonies:  (a)  The  Dominion  of  Can- 

ada; rebellion  (1837);  Lord  Durham’s  report;  repre- 
sentative self-government  (1847);  British  North 
American  act  (1867)  ; opening  of  the  West,  (b)  The 


SYLLABUS  IN  HISTORY 


83 


Commonwealth  of  Australia:  settlements  and  growth; 
federation  act  of  1900;  social  legislation.  (c)  The 
Dominion  of  New  Zealand:  settlements;  social  and 
political  experiments.  {d)  The  Union  of  South 
Africa:  Dutch  settlements;  English  possession  (1814); 
the  Boer  War  (1899-1902);  federation  act  of  i^op; 
relation  of  these  colonies  to  the  United  Kingdom. 

5 Projects  for  imperial  federation  and  defense;  these  col- 

onies in  the  world  war;  representation  at  the  peace 
conference. 

6 Other  colonies;  crown  colonies;  British  West  Indies, 

naval  stations,  chartered  companies,  protectorates  and 
spheres  of  influence. 

7 The  Empire  of  India:  history;  the  sepoy  mutiny  (1857}  ; 

crown  replaces  East  India  Company;  Empire  of  India 
(1877)  ; native  opposition;  Indian  Councils  act  (1909)  ; 
the  industrial  revolution  in  India;  India  and  the  world 
war;  problems  for  the  future. 

B The  German  Empire  after  i8yi. 

1 Constitution  and  government ; the  imperial  government  — 

emperor;  bundesrath  and  reichstag ; autocratic  features 
of  the  system;  consolidation  of  the  empire;  law  codes. 
Governments  of  the  separate  states  — Prussia,  Bavaria, 
Saxony  and  the  lesser  states. 

2 Development  of  political  parties : chief  parties ; the  Social 

Democratic  party. 

3 The  chancellorship  of  Bismarck  (1871-90)  ; the  Kultur- 

kampf ; protective  tariffs;  attack  on  socialism ; state 
socialism  — sickness  and  accident  insurance,  and  old- 
age  pensions;  foreign  policy;  beginnings  of  a colonial 
empire;  the  league  of  the  Three  Emperors;  the  Triple 
Alliance. 

4 The  reign  of  William  II  (1888-1918)  ; retention  of  most 

of  Bismarck’s  policies ; growth  of  industries  and  com- 
merce; state  socialism;  municipalities;  financial  uni- 
formity ; railways ; communication,  forestry  etc. ; Ger- 
man navalism  and  militarism ; Turkey  and  the  Balkans; 
Berlin  to  Bagdad  railway  and  Middle  Europe  ” 
scheme;  elections  of  1907;  Tangier  and  the  Algeciras 
Congress  (1905-6)  ; the  Casablanca  affair  (1908)  ; the 
Agadir  incident  (1911)  ; the  military  budget  of  1913; 
Pan-Germanism;  European  hegemony ; world  dominion. 


84  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

5 Germany  and  the  world  war  for  democracy.  See  topic  X. 
C France  under  the  third  republic. 

1 The  provisional  republic  (1870-75);  the  government  of 

national  defense  (1870-71);  the  national  assembly 
(1871-75);  presidency  of  Thiers;  Treaty  of  Frank- 
fort; the  Paris  commune ; the  recovery  of  France  from 
the  effects  of  the  Franco -Prussian  War. 

2 Republic  or  monarchy?  Presidency  of  MacMahon 

(1873-79)  1 constitution  of  the  third  republic  (1875)  5 
Gambetta  and  the  defeat  of  the  Monarchists. 

3 The  republic  under  Republicans:  bourgeois  character  of 

the  new  regime;  repression  of  clerical  and  military 
opposition;  legislation  increasing  indwidual  liberty 
and  local  self-government;  Ferry’s  school  laws  (1881- 
86)  ; revision  of  the  constitution  (1884)  ; the  Boulanger 
episode;  the  Dreyfus  affair;  associations  act  (1901); 
separation  of  church  and  state  (1905);  expansion  — 
the  new  colonial  empire ; growth  of  socialism  and  social 
legislation;  nationalization  of  railroads,  old-age  pen- 
sions, etc. ; army  and  navy ; Alsace-Lorraine ; foreign 
affairs;  the  Dual  Alliance  and  the  Triple  Entente. 

4 The  French  government  and  political  institutions ; parlia- 

mentary rule;  numerous  political  parties;  instability  of 
cabinets  with  stability  of  policy. 

5 France  on  the  eve  of  the  world  %var  for  democracy.  See 

topic  X. 

D The  expansion  of  the  Russian  Empire. 

1 Thwarted  in  her  drive  for  Constantinople  by  the  Crimean 

War  (1854-56),  Russia  turned  her  attention  toward 
the  East;  conquest  of  Siberia ; China  forced  to  cede 
Amur  valley  to  Russia  in  i860;  settlements;  Vladi- 
vostock;  the  Trans-Siberian  Railroad;  Manchuria  and 
Port  Arthur;  Turkestan  and  Afghanistan;  partition  of 
Persia. 

2 Maintenance  of  autocracy  under  Alexander  III  (1881- 

94)  ; opposition  to  ideas  of  western  Europe ; Pan-Slav- 
ism and  the  “ Russianization  ” of  all  races  within  the 
empire;  the  industrial  revolution;  rise  of  a rich  middle 
class ; the  Dual  Alliance. 

3 The  reign  of  Nicholas  11  (1894-1917);  continuation  of 

autocracy  and  reactionary  policies;  development  of 
political  parties ; opposition  of  lesser  nationalities  — 


SYLLABUS  IN  HISTORY 


8s 


Poles,  Finns,  Jews  etc.;  constitution  of  Finland  abro- 
gated (1899)  ; the  Russo-Japanese  War  (1904-5)  ; its 
unpopularity  at  home;  the  revolutionary  movement  of 
1905;  the  imperial  duma  and  its  work;  social  and  politi- 
cal unrest;  the  emigration  movement. 

4  Russia  at  the  outbreak  of  the  world  war  for  democracy. 
See  topic  X. 

E The  dual  monarchy  of  Austria-Hungary. 

1 Government  and  political  institutions:  the  joint  rule  — 

executive,  legislature,  laws,  foreign  affairs,  army;  the 
state  governments ; relations  of  state  to  church. 

2 Population : different  races  and  proportional  numbers. 

3 The  Austrian  Empire:  conflict  of  Germans,  Italians  and 

Slavs;  extension  of  suffrage  (1906)  ; social  legislation; 
“ Germanism  ” ; the  Triple  Alliance. 

4 The  kingdom  of  Hungary:  conflict  of  nationalities  — 

Magyars,  Slavs  and  Rumans;  “ Magyarization  ” ; 
restricted  suffrage;  Magyar  nationalism  versus  Aus- 
trian imperialism. 

5 Ambitions  to  rule  the  Balkan  states ; fear  of  Russia ; 

annexation  of  Bosnia  and  Herzegovina  (1908)  ; pro- 
tection of  Germany ; the  “ Greater  Servia  ” movement. 
See  topic  X. 

6 Austria-Hungary  and  the  world  war  for  democracy.  See 

topic  X. 

F The  kingdom  of  Italy. 

1 Gcvernmcni  and  political  institutions ; position  of  the 

papacy;  electoral  reform  (1912). 

2 Problems  after  unification:  development  of  a common 

patriotism  ; North  and  South  ; law  and  order  ; illiteracy  ; 
finance  and  taxation ; emigration ; church  and  state. 

3 Economic  and  social  progress:  agriculture;  industry  and 

comm.erce;  water  power  and  electricity;  weekly  day  of 
rest  for  workers  (1908);  social  and  maternity  insur- 
ance ; emigration ; labor  riots  and  strikes ; general  strike 
(1914). 

4 Foreign  policy:  Triple  Alliance;  “Italy  unredeemed" ; 

desire  for  a colonial  empire;  Eritrea;  conquest  of 
Tripoli  and  Cyrenaica  (1912);  amibitions  in  the  Bal- 
kans and  x\sia  Minor. 

5 Condition  of  Italy  when  the  world  war  for  democracy 

began.  See  topic  X. 


86 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


G The  Spanish  kingdom. 

1 Establishment  of  constitutional  monarchy;  reign  of 

Isabella  II  (1833-68);  factional  struggles  between 
Carlists  and  Republicans ; disorder  and  military  dicta- 
torship (1868-74);  restoration  of  the  Bourbons; 
Alfonso  XII  (1875-85)  ; the  constitution  of  1876. 

2 Government  and  political  parties;  reign  of  Alfonso  XIII 

(1902 );  the  Spanish- Am  eric  an  War  (1898);  loss 

of  colonies;  significance ; economic,  political  and  ecclesi- 
astical problems. 

H The  Portuguese  republic. 

1 Decline  of  the  monarchy;  modifications  of  the  charter  of 

1826;  reign  of  Maria  II  (1834-53);  Miguelists  and 
Republicans ; financial  disorders ; dictatorship  of  Franco. 

2 Establishment  of  the  republic;  revolution  of  1910;  con- 

stitution and  governiTient ; separation  of  church  and 
state;  free  public  education  (1911);  colonial  empire; 
economic,  political  and  ecclesiastical  problems. 

I The  smaller  continental  European  states. 

1 Holland  lost  Belgium  (1830)  ; constitution  of  1848;  rule 

of  William  III  (1849-90);  popular  education;  exten- 
sion of  suffrage  (1887  and  1896)  ; army  reforms  (1898 
and  1912)  ; economic  prosperity ; colonial  possessions; 
fear  of  Germany;  Wilhelmina  (1898 ). 

2 Belgium:  the  Flemings  and  Walloons;  neutralisation  of 

Belgium;  Leopold  II  (1865-1909)  ; free  public  schools 
(1879);  extension  of  suffrage  (1893);  plural  voting 
and  proportional  representation;  economic  prosperity; 

King  Albert  (1909 );  compulsory  military  service 

(1913)  ; colonial  empire. 

3 Swit:::erland : constitution  of  1848;  government ; initiative 

and  referendum;  military  system;  economic  conditions ; 
the  refuge  for  political  exiles  from  all  countries. 

4 Denmark:  constitution  of  1849;  loss  of  Schleswig-Hol- 

stein; revision  of  the  constitution  (1866);  establish- 
ment of  democratic  government;  economic  develop- 
ment ; Greenland  and  Iceland. 

5 Sweden  and  Norway:  united  in  1814;  Norway  demo- 

cratic, Sweden  aristocratic ; in  1866  Sweden  became  a 
constitutional  monarchy;  reign  of  Oscar  II  (1872- 
1907)  ; by  popular  vote  Norway  became  independent 


SYLLABUS  IN  HISTORY  87 

(1905)  under  Haakon  VII;  democratic  progress  in 
Sweden  and  Norway;  economic  development. 

6 The  Balkan  states:  by  i8/8  Greece,  Servia,  Montenegro 

and  Rumania  had  gamed  complete  independence  of 
Turkey  and  Bulgaria  was  an  autonomous  state  under 
the  suzerainty  of  Turkey;  Alexander  of  Battenherg 
made  Prince  of  Bulgaria,  1878;  constitution  with  equal 
suffrage;  Eastern  Rumelia  joined  Bulgaria;  Bulgaria 
declared  hex  independence  of  Turkey  (1908)  under 
Tsar  Ferdinand;  plans  for  a Greater  Bulgaria; 
Rumania  eager  to  annex  Bukowina  and  Transylvania; 
Pan-Hellenism  in  Greece;  Servia  becomes  a kingdom 
in  1882;  Peter  restored  the  constitution  (1889)  i anti- 
Austria  policy;  Montenegro  granted  a constitution  in 
1905  by  Nicholas,  who  assumed  the  title  of  king  in 
1910. 

The  Balkan  Alliance  (1912)  ; the  first  Balkan  War 
(1912)  ; causes  and  results;  Treaty  of  London  (1913)  ; 
the  second  Balkan  War  (1913);  unsatisfactory  settle- 
ments; prepare  for  future  trouble ; Albania  an  inde- 
pendent principality. 

Rival  interests  of  Russia,  Austria-Hungary  and  Germany 
in  the  Balkans. 

Map:  Rise  of  the  Balkan  states  to  1914. 

7 The  Turkish  Empire. 

a Congress  of  Berlin  (1878)  reduced  the  size  of  Tur- 
key but  secured  no  adequate  reforms ; growth  of 
disorder;  Armenian  massacre  (1894);  Germany 
replaced  England  and  Russia  as  the  leading  power 
in  Turkey;  William  IPs  visits  (1889  and  1898); 
concession  for  the  Bagdad  Raihvay  (1899); 
“Young  Turks'';  the  revolution  of  igoQ  and 
deposition  of  Abdul  Hamid;  Pan-Islamism;  Bos- 
nia and  Herzegovina  lost  (1908);  further  losses 
in  the  two  Balkan  wars. 

b Condition  of  Turkey  at  the  outbreak  and  at  the  end 
of  the  World  War. 

J The  empire  of  Japan  (see  VI,  I,  2,  page  78). 

1 Government  and  political  institutions. 

2 The  industrial  revolution ; its  social  and  political  results. 


88 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


3 Japanese  imperialism:  Chino-Japanese  IV ar  (1894-95); 

annexation  of  Formosa;  the  Russo-Japanese  War 
(1904-5)  ; Treaty  of  Portsmouth  (1905)  ; annexation 
of  Korea  (1910)  ; alliance  with  Great  Britain  (1902)  ; 
Japan  a world  pozver;  army  and  navy ; agreement  with 
the  United  States. 

4 Conditions  at  the  beginning  of  the  world  war  for  democ- 

racy. See  topic  X. 

K The  republic  of  China  (see  VI,  I,  i,  page  78). 

1 Size,  population  and  institutions  of  China. 

2 Foreign  encroachments:  Russian;  Korea  recognized  by 

Japan  as  an  independent  nation  (1876);  Chino-Jap- 
anese War  (1894-95)  and  the  treaty  of  Shimonoseki 
(1895)  ; revision  of  the  treaty  by  Russia,  Germany  and 
France;  gains  of  Germany,  France  and  Russia  (1897- 
98);  Germany  seized  Kiao-Chau  (1897);  England 
occupied  Wei-hai-wei  (1898);  Russo-Japanese  War 
(1904-5);  Korea  and  Mongolia;  French  in  Indo- 
China ; the  British  in  Burma  and  Tibet ; the  far 
eastern  question'' ; “spheres  of  influence'’ ; com- 
mercial and  industrial  development ; the  Boxer  rebel- 
lion  (1900)  ; the  open  door  policy. 

3 Reforms  and  political  changes;  reform  edicts  of  Emperor 

Kwang-su  (1898)  ; enforced  reforms  of  Empress  Tzu- 
hsi  (1902-3);  the  Chinese  revolution  against  the 
Manchus  (1911)  ; establishment  of  the  Chinese  repub- 
lic (1912)  ; presidency  of  Yuan-hung  (1916)  ; political,, 
economic  and  educational  problems. 

4 China  and  the  World  War ; Shantung. 

L The  United  States  becomes  a zvorld  power.  Treat  briefly  as  a 
survey  of  progress  from  isolation  to  world  interests. 

1 The  territorial  expansion  (1803-53)  ; the  industrial  revo- 

lution; the  new  imperialism ; purchase  of  Alaska 
(1867);  annexation  of  the  Hawaiian  islands  (1898); 
S panish- American  War  (1898),  Porto  Rico,  Guam  and 
the  Philippine  islands;  Samoan  islands  acquired  (1900)  ; 
purchase  of  Virgin  islands;  foreign  investments; 
“dollar  diplomacy”;  the  Panama  canal  (1907-14). 

2 Political,  social  and  educational  changes. 

3 Condition  of  the  United  States  at  the  outbreak  of  the 

world  war  for  democracy.  See  topic  X. 


SYLLABUS  IN  HISTORY 


89 


M The  Latin- American  republics, 

1 The  twenty  Latin-American  states:  size,  population, 

political  institutions,  wealth  and  industries. 

2 The  '‘A.B.CT  powers. 

3 Economic  dependence  of  Latin- America;  foreign  invest- 

ments and  trade  opportunities. 

4 Governmental,  industrial,  social  and  religious  problems. 
Latin- America  and  the  Monroe  Doctrine ; recent  changes. 

N General  conclusions:  the  clash  of  rival  imperialistic  and  com- 
mercial interests  among  the  nations  of  the  earth. 

VIII  Spread  of  European  ciyillzztion  ever  the  world, 

A General  character  of  the  movement  from  the  sixteenth  to  the 
twentieth  century.  The  old  colonial  movement  and  the  new 
imperialism. 

B Fundamental  causes. 

1 Economic:  trade,  colonies,  markets,  raw  materials  and 

investments. 

2 Patriotic:  national  imperialism;  desire  to  increase  politi- 

cal power ; planting  of  dependent  colonies  of  home 
people;  increase  of  national  wealth;  spread  of  national 
institutions ; outwitting  rival  powers ; fields  for  home 
capitalists. 

3 Religious:  particular  sects  desired  new  homes  where  they 

could  practise  their  faith  without  restraint;  desire  to 
transplant  state  churches;  Christian  missions.  Catho- 
lic and  Protestant. 

C Europe  in  America. 

1 Original  settlements  of  France,  England,  Spain,  Portugal, 

Holland,  Sweden  and  Germany. 

2 Planting  and  development  of  institutions ; predominantly 

Anglo-Saxon  in  North  America;  Latin  in  Central  and 
South  America ; how  American  institutions  gradually 
came  to  differ  from  those  in  the  mother  countries. 

3 Growth  of  political  independence  first  in  North  America, 

then  in  South  America ; the  Monroe  Doctrine  and  its 
results;  Alaska;  Spanish- American  War;  the  Virgin 
islands ; possessions  in  America  of  England,  France 
and  Holland  and  their  institutions. 

4 Emigration  from  Europe  to  America  and  its  results; 

travel  of  Americans  to  Europe  and  its  residts. 

5 Character  of  present  civilisation  of  Anglo-Saxon  and 

Latin  America. 


90 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


6 Resemblances  and  differences  of  European  and  American 
civilization. 

Map:  North  and  South  America  in  1920. 

D Europe  and  America  in  Asia. 

1 The  industrial  revolution,  the  growth  of  nationalism  and 

the  new  imperialism  mark  a new  epoch  in  and  furnish 
new  motives  for  world  expansion  in  the  nineteenth 
century. 

2 In  the  nineteenth  century  the  powerful  influence  of 

European  and  American  expansion  revolutionizea 
Siberia,  China,  Japan,  India  and  Persia  and  tended 
to  reduce  Asia  to  a position  of  economic  and  political 
dependence  upon  Europe  and  America.  (“  The  White 
Man’s  Burden.”) 

3 Possessions  and  influence  in  Asia  of  Great  Britain;  Rus- 

sia; France;  Germany;  Italy;  Holland;  the  United 
States ; the  ''  Open  Door policy;  the  Philippines ; 
effects  upon  Asiatic  institutions ; emigration  of  Asiatics 
to  other  parts  of  the  world  and  its  results ; future  prob- 
lems; the  '^Monroe  Doctrine  of  the  Far  East.” 

Map:  Asia  in  1914.  (Teachers  should  show  by  map  or 
otherwise  changes  to  1920.) 

E Europe  and  America  in  Africa. 

1 The  partition  of  Africa  among  European  powers  in  the 

nineteenth  century. 

2 White  settlements  in  South  Africa:  the  republics  of 

Transvaal  and  Orange  Free  State;  climate  and  natural 
resources;  the  Boer  War. 

3 Turkey's  loss  of  control  of  northern  Africa  — Egypt, 

Tripoli,  Tunis,  Algeria  and  Morocco, 

4 Portugal’s  early  explorations  and  present  possessions. 

5 Early  activities  of  the  Dutch  and  the  loss  of  their 

settlements. 

6 England  captured  Cape  Colony  in  1806  but  most  of  her 

possessions  in  Africa  have  been  secured  since  1870; 
Cecil  Rhodes;  Livingstone  and  Stanley;  present 
possessions ; the  South  African  Union;  Cairo  to  Cape 
railroad;  colonial  government. 

7 French  possessions  in  Africa;  the  Anglo-French  agree- 

ments of  1890,  1899  and  1904;  the  Fashoda  incident. 


SYLLABUS  IN  HISTORY 


91 


8 How  Germany  acquired  her  colonies  in  Africa;  Liide- 

vitz;  the  Anglo-German  agreement  of  1890;  the 
Morocco  question;  Germany's  possessions  in  1914; 
character  of  her  colonial  government ; effect  of  the 
world  war. 

9 Italian  possessions  in  Africa;  the  war  with  Turkey  in 

1911. 

10  Belgian  possessions ; the  Congo  Free  State. 

11  Spanish  possessions. 

12  The  republic  of  Liberia  under  the  protection  of  the 

United  States  (1847);  intervention  in  1910. 

Map:  Africa  in  1914.  (Teachers  should  show  by  map 
or  otherwise  changes  to  1920.) 

F Australia  and  Oceania;  interests  of  the  various  world  powers 
in  1914. 

G General  conclusions. 

IX  International  relations. 

A Governmental  provisions  for  the  conduct  of  foreign  affairs  in 
the  various  European  national  and  imperial  states;  control 
of  foreign  relations  in  the  United  States. 

B The  regulation  of  international  affairs  and  the  guaranty  of 
national  security  through  international  alliances. 

1 The  French  Revolution  and  foreign  relations;  the  early 

policy  of  the  United  States. 

2 The  Napoleonic  era:  coalitions  formed  against  Napo- 

leon; coalitions  formed  by  Napoleon;  the  first  Treaty 
of  Paris  (May  30,  1814)  ; the  second  Treaty  of  Alli- 
ance against  France  (November  20,  1815). 

3 The  Metternich  era:  the  Holy  Alliance  (September  26, 

1815)  ; the  Concert  of  Europe;  the  principle  of  inter- 
vention; the  Monroe  Doctrine;  the  revolutions  of  1820, 
1830  and  1848. 

4 After  1848:  the  theory  of  balance  of  power;  the  rise  of 

Italy  and  Germany  as  powers;  the  various  wars; 
League  of  the  Three  Emperors;  the  Triple  Alliance; 
the  Dual  Alliance;  the  Anglo- Japanese  Alliance;  the 
Triple  Entente;  the  Balkan  alliances;  world  dominion; 
alliances  in  the  world  war  for  democracy. 

5 Secret  treaties  and  alliances,  and  public  democratic  agree- 

ments. 

C International  congresses. 


92 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


1 The  Congress  of  Vienna  (1814-15)  and  the  settlement 

of  Europe. 

2 The  Congresses  of  Aix-la-Chapelle  (1818),-  Troppau 

(1820),  Laibach  (1821)  and  Verona  (1822)  and  the 
suppression  of  internal  revolts. 

3 The  Congress  of  Paris  (1856)  and  the  near  eastern 

question. 

4 The  Congress  of  Berlin  (1878)  and  the  Balkan  states. 

5 Minor  conferences ; the  participation  of  the  United  State^ 

in  the  Conference  of  Algeciras  (1906)  to  settle  the 
Morocco  dispute. 

6 The  Paris  Peace  Conference,  1919. 

D International  diplomacy  since  18 yo. 

1 Struggle  of  Germany  for  the  hegemony  of  Europe  and 

world  leadership:  the  primacy  of  Germany  in  Europe 
under  Bismarck  (1871-90);  Austrian  interests  turned 
toward  the  Balkans ; new  German  imperialism  under 
William  II;  Hohenlohe’s  ''forceful^'  world  policy 
(1894-1900)  ; competition  for  colonies;  the  German 
navy  and  army;  diplomatic  crises  — in  Africa  and  the 
Near  East;  Pan-Germanism  and  foreign  propaganda; 
South  America;  the  Ear  East;  defence  reactions  in 
European  states  against  German  hegemony. 

2 England's  foreign  policy:  noninterference  in  European 

continental  politics  so  long  as  control  of  the  seas  and 
colonial  power  were  not  involved;  ‘'splendid  isolation  ” 
(1890-1904)  ; beginnings  of  English  apprehension  of 
the  coming  conflict  zvith  Germany ; faihire  of  Anglo- 
German  adjustments ; Anglo-Japanese  alliance  (1902)  ; 
Anglo-Erench  (1904),  Anglo-Italian,  and  Anglo- 
Russian  (1907)  agreements ; the  Triple  Entente 
(1907)  ; "a  century  of  peace"  zvith  the  United  States 

3 France's  foreign  policy:  the  recovery  of  Alsace-Lor- 

raine; the  Dual  Alliance;  policy  of  expansion  in 
Africa;  conflict  with  Italy  over  Tunis  adjusted  in  the 
Franco-Italian  agreement  (1902);  quarrels  with  Eng- 
land over  Africa  and  Indo-China;  the  Fashoda  incident 
(1899);  the  Anglo-French  Entente  Cordiale  (1904); 
Franco-Spanish  agreement  (1904)  ; Delcasse’s  isola- 
tion of  Germany;  conflict  vAth  Germany  over 
Morocco-Tangier  (1905),  Casablanca  (1908)  and 
Agadir  (1911)  ; the  Franco-German  convention,  1911. 


SYLLABUS  IN  HISTORY 


93 


4 Russia's  foreign  policy:  plans  for  expansion  in  the  Turk- 

ish Empire  checked  by  the  Crimean  War  (1854-56), 
the  Congress  of  Berlin  (1878),  the  Balkan  Wars,  and 
opposition  to  Austro-German  projects  in  the  Near 
East;  conflicts  in  northeastern  Asia  with  Japan  and 
China;  Russo-Japanese  War  (1904-5);  Russo-Jap- 
anese agreement  (1910)  ; conflict  with  England  in 
Persia  and  central  Asia;  Russo-British  agreement 
(1907)  ; Pan-Slavism. 

5 Austro-Himgarian  foreign  policy:  expansion  in  the 

Balkans;  open  route  to  Salonica ; annexation  of  Bosnia 
and  Herzegovina  (1908);  conflict  with  Russian  inter- 
ests in  the  Balkan  states ; the  two  Balkan  wars ; close 
alliance  with  Germany  — almost  a dependency ; con- 
flicts with  Italy  and  growing  estrangement. 

6 Italian  foreign  policy:  conflict  with  France  over  Tunis 

settled  in  the  Franco-Italian  agreement  (1902);  Italia 
irredenta  and  the  eastern  coast  of  the  Adriatic  bring 
complications  with  Austria;  the  Mediterranean  “an 
Italian  lake  ” ; expansion  in  northern  Africa ; war  with 
Turkey  (1911)  ; relations  with  North  and  South  Amer- 
ica owing  to  large  emigration. 

7 Foreign  policy  of  Japan:  expansion  to  the  Asiatic  con- 

tinent ; desire  to  control  China ; conflict  with  Russian 
policies  in  the  Far  East ; the  “ open-door  ” policy ; a 
Japanese  Monroe  Doctrine ; Anglo-Japanese  Alliance 
(1902);  Korea  annexed  (1910);  the  Philippines;  the 
Pacific  ocean;  the  question  of  Japanese  emigration 
to  the  United  States  and  to  the  British  Empire. 

8 The  foreign  policy  of  the  United  States:  the  netv  impe- 

rialism; purchase  and  conquest  of  territory;  a world 
power;  the  Spanish- American  War  (1898)  ; disputes 
with  England  over  Canada  and  V enesuela  settled  hy 
arbitration ; the  new  meaning  of  the  Monroe  Doctrine ; 
P an- Americanism ; relations  with  Japan;  relations  with 
Germany ; policy  in  reference  to  China;  how  the  United 
States  is  an  African,  Asiatic  and  South  American 
power;  the  Panama  canal;  at  the  conference  of  Alge- 
ciras  (1906)  ; Mexico. 


94 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


9 The  smaller  powers;  the  small  European  states’  fear  of 
the  militarism,  navalism,  nationalism  and  imperialism 
of  the  great  powers;  rival  nationalistic  ambitions  of 
the  Balkan  states  and  their  relations  to  Turkey,  Russia, 
Austria,  and  Germany ; the  interests  of  Belgium  and 
Portugal  in  Africa;  Sweden’s  fear  of  Russia;  Hol- 
land’s interests  in  the  East  Indies;  the  desire  of  subject 
nationalities  like  the  Poles,  Jugo-Slavs,  etc.  for  inde- 
pendence; the  relations  of  the  Central  and  South 
American  States  toward  the  United  States. 
lo  General  conclusions. 

E The  growth  of  closer  international  relations. 

1 Preparatory  conditions:  annihilation  of  distance;  devel- 

opment of  communication;  growth  of  a world  busi- 
ness ; interchange  of  ideas  through  travel  and  the 
press ; spread  of  the  Christian  religion ; inventions  and 
discoveries ; schools  and  universities ; wars  and  con- 
quests ; a multitude  of  voluntary  international  organi- 
zations for  all  sorts  of  purposes. 

2 Officially  recognized  international  agencies:  international 

law;  congresses  and  conferences;  treaties  and  conven- 
tions; the  Geneva  Convention  (1864)  and  the  Red 
Cross  Society;  the  Hague  Peace  Conferences  (1899 
and  1907)  ; the  Hague  Court;  the  International  Prize 
Court;  arbitration  agreements ; the  International  Postal 
Union;  the  International  Board  of  Agricidture ; the 
Pan-American  Union;  etc. 

3 Proposals  for  the  federation  of  the  states  of  the  world; 

elimination  of  war  and  the  guaranteeing  of  the  peace 
and  security  of  all  peoples;  the  Holy  Alliance  (1815)  ; 
Victor  Hugo’s  “ United  States  of  Europe  ” ; schemes 
and  programs  of  various  peace  societies  and  endow- 
ments; various  projects  for  the  settlement  of  interna- 
tional disputes  and  conflicts  through  the  creation  of 
international  diplomatic  and  judicial  machinery;  plans 
to  replace  or  to  supplement  the  nationalistic  organiza- 
tion of  the  world  by  adequate  international  govern- 
mental machinery ; a “ World  State,”  “ The  Society  of 
Nations,”  “Federation  of  the  World,”  “The  Parlia- 
ment of  Man,”  “ The  United  States  of  the  World,” 
etc. ; “ The  League  to  Enforce  Peace.”  “ The  League 
of  Nations.” 


SYLLABUS  IN  HISTORY 


95 


Map:  C ommercial  map  of  the  world. 

X The  world  war  for  democracy. 

Note: — Topics  X and  XI  (pages  95-112)  are  analyzed  much  more  fully 
than  other  periods  because  of  the  difficulty  of  finding  this  material  in  avail- 
able form  elsewhere.  Teachers  should  lay  stress  upon  the  causes  and  results 
but  are  urgently  warned  not  to  attempt  to  teach  all  the  details. 

, A Remote  causes. 

1 The  persistence  of  medieval  types  of  absolute  and  auto- 

cratic government ; and  predominance  of  a powerful 
nobility  in  (a)  Germany,  {b)  Austro-Hungar}',  (t:) 
Russia. 

2 The  growth  and  spread  of  democratic  government 

through  the  influences  of  the  English  Revolution,  the 
American  Revolution  and  the  French  Revolution. 

3 The  world  zvar  as  the  latest  clash  betzveen  these  tzvo 

forces;  autocracy  and  democracy. 

B Contributory  factors  in  Europe  and  the  world. 

1 Aggressive  nationalism;  the  ‘^Pan”  movement:  (a) 

Pan-Germanism,  {b)  Pan-Slavism,  (t:)  Pan-Islamism, 
etc. 

2 The  determination  to  widen  the  boundaries  of  national 

states  so  as  to  include  groups  of  kindred  peoples  under 
neighboring  states,  or  to  rectify  previous  zvrongs: 
Greater  Servia,  Greater  Bulgaria,  Greater  Greece. 
xXlsace-Lorraine,  Italia  irredenta,  etc. 

3 Desire  for  an  outlet  to  the  sea:  Servia  and  the  Adriatic, 

Russia  and  Constantinople. 

4 The  new  imperialism  inspired  by  excessive  nationalism: 

Ambition. 

a To  ozvn  colonies  in  the  backzvard  parts  of  the  zvorld ; 
example:  Germany  in  the  Near  East  and  in  Africa. 
Her  “ place  in  the  sun  ” to  secure  supplies  of  raw 
materials  for  home  industries,  to  open  new  markets, 
to  provide  for  surplus  population,  to  furnish  oppor- 
tunities for  the  investment  of  capital,  etc. 
b To  gain  zvorld  trade, 
c To  enrich  the  citizens  and  the  state, 
d To  secure  political  pozver. 

5 The  rapid  growth  of  rival  armaments. 

a Inspired  partly  by  the  desire  to  realize  national  ambi- 
tions and  partly  by  the  example  and  fear  of  pow- 
erful neighbors. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

h The  mad  race  for  militarism  begun  by  Germany  in 
1862;  followed  by  Austria  in  1868;  France 
in  1872;  Japan  in  1872;  Russia  in  1874;. 
and  Italy  in  1882. 

(1)  Compulsory  military  service. 

(2)  Enormous  appropriations  of  money;  the  Ger- 

man budget  of  June  30,  1913. 

(3)  Construction  of  military  strategic  railroads. 

(4)  Relative  strength  of  the  European  armies  in 

1914. 

c The  struggle  for  naval  supremacy. 

(1)  England’s  two-nation  policy. 

(2)  Germany’s  refusal  to  accept  England’s  naval 

proposals  (1912). 

(3)  The  United  States,  Erance,  Japan,  Italy, 

Russia  etc. 

d The  philosophy,  political  science  and  educational 
propagandism  justifying  militarism  and  navalism. 
The  Zabern  incident  (1913). 

6 The  creation  of  a false  type  of  dogmatic,  intolerant 

patriotism. 

a The  press,  literature,  song  and  education. 
b Chauvinism,  Jingoism  etc. 

7 The  clash  of  rival  interests  in  world  trade. 

8 The  balance  of  power  in  Europe ; secret  diplomacy. 

a The  Triple  Alliance. 
b The  Dual  Alliance  and  Triple  Entente. 
c Cumulative  effects  of  foreign  relations  after  1900: 
first  Morocco  crisis  (1905-6);  Tangier  incident; 
Algeciras  conference;  crisis  over  Austria’s  annex- 
ation of  Bosnia  and  Herzegovina  (1908)  ; German 
kaiser’s  ‘‘shining  armor”  stand;  second  Morocco 
crisis  (1911);  Agadir  affair  (1911);  threat  of 
war;  unsympathetic  attitude  of  Germany  and 
Austria  tov/ard  Italy  in  war  with  Turkey  (1911- 
12)  ; the  Bagdad  Railway  and  “ Middle  Europe  ” 
projects  of  Germany  thwarted  by  the  two  Balkan 
Wars  (1912-13);  conflict  of  interests  between 
Germany  and  Austria-Hungar}^,  and  Russia  in 
the  Balkans;  and  with  England  in  Asiatic  Turkey; 
threat  of  Austria  to  make  war  on  Servia;  general 
results  of  these  international  rivalries. 


SYLLABUS  IN  HISTORY 


97 


9 Lack  of  international  agencies  adequate  to  settle  interna^ 
tional  disputes  involving  national  honor,  “ vital  inter- 
ests,” etc. ; failure  of  Hague  conferences. 

10  The  hatreds,  fears,  misunderstandings,  rivalries  and 
jealousies  growing  out  of  the  foregoing  conditions. 

C Immediate  causes  of  the  outbreak  of  the  war. 

1 Growing  hostility  between  Servia  and  Austria. 

a Austria’s  project  for  an  opening  to  Salonica. 
b Austria’s  annexation  of  Bosnia  and  Herzegovina 
(1908). 

c Germany’s  plan  for  the  Berlin-Bagdad  Railway, 
d Servia’ s ambition  for  a ''  Greater  Servia  ” with  an 
opening  on  the  Adriatic  thwarted  by  Austria  and 
Italy;  backing  of  Russia;  Servian  revolutionary 
societies. 

2 Assassination  of  the  Austrian  Crown  Prince  Francis  Fer- 

dinand and  his  wife  at  Sarajevo,  June  28,  igij. 
a Effect  on  Austrians  and  Servians. 
b Attitude  of  Germany  and  Russia, 
c Austrians  harsh  and  humiliating  idtimatum,  July  24, 
ipi4;  provocative  terms, 
d Servia’ s reply. 

(1)  Accepted  eight  out  of  the  ten  demands. 

(2)  Qualified  refusal  of  remaining  two  demands; 

suggested  reference  to  the  Hague  Tribunal 
or  to  the  great  powers. 

e Austria  declared  the  reply  to  be  unsatisfactory. 

/ Efforts  of  Great  Britain,  Russia  and  France  to 
mediate. 

g Specious  demand  of  Germany  that  the  war  he 
''  localized.” 

h Austria  declared  war  on  Servia  (July  28,  1914)  ; 
Belgrade  bombarded  (July  29-30). 

3 Secret  preparation  of  Germany  during  July  for  a world 

war. 

4 Russia  announced  partial  mobilization  along  the  Austrian 

border  July  29th ; general  mobilization  of  the  Russian 
army  Jvdy  31st. 

5 German  ultimatum  to  Russia  July  30th,  followed  by  decla- 

ration of  war  August  ist. 

6 Germany  demanded  of  France  to  know  her  attitude  “ in 

case  of  war  between  Germany  and  Russia,”  July  31st; 


98 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


her  reply  was  that  “ France  would  do  that  which  her 
interests  dictated,”  August  ist;  war  declared  on  France 
by  Germany  August  ^d. 

7 Attitude  of  England.  Italy's  assurance  to  France. 

8 German  responsibility  for  the  war.  Germany's  state- 

ment. 

D Germany  violated  the  neutrality  of  Luxemburg  and  Belgium. 

1 Belgium  made  a '‘perpetually  neutral  state"  by  treaty  of 

London  (1839)  ; Luxemburg  neutralized  by  Treaty  of 
London  (1867)  1 action  of  the  Hague  Convention 
(1907). 

2 Luxemburg  invaded  by  German  troops,  August  2d. 

3 Germany  demanded  permission  to  pass  through  Belgium, 

August  2d;  Belgium  refused  to  "sacrifice  the  honor 
of  the  nation  and  betray  their  duty  toward  Europe," 
August  gd;  German  armed  forces  entered  Belgium 
August  4th;  Belgium  appealed  to  Great  Britain,  France 
and  Russia  for  aid  in  repelling  the  invaders. 

4 Great  Britain's  ultimatum  to  Germany  followed  by  a dec- 

laration of  war,  August  4th. 
a The  "scrap  of  paper"  utterance, 
b Great  Britain's  reasons  for  entering  the  zvar. 
c German  bids  for  English  neutrality. 

E Rapid  spread  of  the  war  area. 

1 Montenegro  declared  war  as  an  ally  of  Servia,  August 

7th.  ^ 

2 Japan  declared  war  August  23d  because  of 

a Alliance  with  Great  Britain  (1902). 
b Germany’s  ousting  Japan  from  Port  Arthur  (1895). 
c Germany’s  seizure  of  Kiao-Chau  in  China  (1897). 

3 Allies  declared  war  on  Turkey  November  4-5. 

4 Italy  declared  war  on  Austria  May  23,  1915- 

a Italia  irredenta.  The  eastern  shore  of  the  Adriatic. 
b Importance  of  Italy's  entrance  into  the  war. 

5 Bulgaria  attacked  Servia  October  13,  1915  and  the  Allies 

declared  war  on  Bulgaria  October  16-19,  19^ 5- 

6 Portugal  drawn  into  the  war  through  alliance  with  Great 

Britain,  March  9,  1916. 

7 Roumania  attacked  Austria-Hungary  August  27,  1916. 

8 The  United  States  declared  war  on  Germany  April  6, 

1917. 


SYLLABUS  IN  HISTORY 


99 


a American  opinion  at  outbreak  of  war  confused  as  to 
merits  and  issues. 

b Conflicting  sympathies  of  hyphenated  groups, 
c President  Wilson's  proclamation  of  neutrality,  Au- 
gust 4,  1914. 

d Growing  hostility  toward  Germany  and  Austria  on 
account  0/(1)  the  invasion  of  Belgium,  (2)  atroc- 
ities, (3)  interference  with  American  relief  work 
in  Belgium  under  Hoover,  (4)  sinking  of  the 
Lusitania. 

e Controversy  over  international  law  (i)  with  Great 
Britain  over  blockade,  contraband,  mails  etc.  (2) 
with  Germany  over  munitions,  submarine  sinkings, 
intrigues  and  conspiracies. 

f Unsuccessful  peace  overtures  (i)  by  Germany,  De- 
cember 12,  1916;  no  terms  disclosed;  (2)  by  Presi- 
dent Wilson,  December  18,  1916;  answer  of  Allies 
based  on  reparation,  restoration  and  security." 
g In  a speech  to  the  United  States  Senate  President 
Wilson  suggested  a peace  guaranteeing  the  fol- 
lowing principles: 

(1)  “That  governments  derive  their  just  powers 

from  the  consent  of  the  governed/* 

(2)  Nations  should  adopt  a Monroe  Doctrine  for 

the  world. 

(3)  Freedom  of  the  seas. 

(4)  “A  moderation  of  armaments  which  makes 

of  armies  and  navies  a power  for  order 
merely.’* 

(5)  The  creation  of  an  international  force  to  guar- 

antee the  peace  and  security  of  the  world. 
h The  ''Zimmerman  note  ” and  its  effects  on  the  United 
States. 

i Germany's  notification  of  the  resumption  of  ruthless 
submarine  warfare,  January  1917. 

(1)  German  ambassador  dismissed  and  diplomatic 

relations  severed,  February  3,  1917- 

(2)  A policy  of  armed  neutrality  recommended  to 

Congress,  February  26,  T917. 
j President  Wilson  urged  the  recognition  of  a state  of 
war  with  Germany,  April  2,  1917 ; voted  by  the 
Senate  April  4th,  by  the  House  April  6th. 


lOO 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


k War  declared  against  Austria-Hungary  December 
1917.  Greece  deposed  King  Constantine  and  joined 
the  Allies  June  12,  1917;  Siam,  China  and  Brazil 
entered  the  war  against  the  Teutonic  Allies; 
Bolivia,  Peru,  Uruguay,  Ecuador  etc.  severed  dip- 
lomatic relations. 

F Relative  strength,  resources  and  ideals  of  the  two  groups  of 
belligerents. 

1 Territory. 

2 Population. 

3 Military  and  naval  preparations. 

4 Control  of  natural  resources  and  wealth. 

5 Civilization. 

a Government,  political  science  aijd  philosophy. 
b Religion  and  morality. 
c Education. 

• d Industrial  and  social  progress. 

G The  leading  military  events  of  the  war  (1914-18). 

1 Germany's  general  plan  of  action  in  1914. 

a To  crush  France  by  a powerful  blow  through 
Belgium. 

b To  turn  on  Russia  and  defeat  her. 
c To  destroy  Great  Britain. 

2 First  year  of  the  war  (August  1914-July  1915). 

a The  German  dash  through  Belgium  for  Paris;  Ger- 
mans held  ten  days  before  Liege ; Germans  defeated 
at  the  Battle  of  the  Marne  (September  6-10, 
1914)  ; trench  warfare. 

b German  conquest  of  Belgium;  fall  of  Antwerp 
(October  9,  1914) ; effort  to  reach  Calais  failed; 
Y pres;  sufferings  of  Belgium, 
c Russian  invasion  of  Germany  checked  at  Battle  of 
Tannenberg  (August  29,  1914)  ; Russian  invasion 
of  Galicia  successful  by  March  1915. 
d German  counter  invasion  of  Russia;  capture  of  War- 
saw (August  4,  1915)  ; invasion  checked  on  the 
Rigor-Vilna  line;  Russians  driven  out  of  Galicia  by 
Germans  and  Austrians  (May-June  19^5)- 
e Dardanelles  campaign  begun  February  1915  and 
abandoned  December  1915. 

/ Italians  establish  southern  battle  line.  May  23,  1915; 
capitulation  of  Gorizia  (August  9,  1916). 


SYLLABUS  IN  HISTORY 


lOI 


3 Second  year  of  the  war  (August  1915-July  1916). 

a Trench  warfare  on  the  western  front;  attack  on 
Verdun,  begun  February  IQ16,  failed;  " They  shall 
not  pass  second  German  failure, 

^ New  Russian  drive  on  the  eastern  front  (June  1916) 
failed  to  accomplish  much. 

c Few  changes  on  the  Italian  front. 

d In  the  Balkans,  Germans,  Austrians  and  Bulgarians 
conquered  Servia;  Montenegro  and  northern 
Albania  overrun;  Anglo-French  forces  at  Salonika 
marched  north  to  aid  Servia  but  driven  back. 

4 Third  year  of  the  war  (August  1916-July  1917). 

a On  the  western  front:  Battle  of  the  Somme  (July 

1916)  relieved  pressure  on  Verdun  and  caused  the 
retirement  of  the  Germans  to  the  Hindenburg  line 
in  March  1917;  devastation  of  the  1000  square 
miles  evacuated;  British  offensive  of  April-June 
1917  led  to  capture  of  Vimy  ridge  but  was  checked 
before  Lens  and  St  Quentin. 

^ In  the  Balkans  Roumanian  troops  invaded  Transyl- 
vania but  were  soon  driven  back ; Bucharest 
entered  by  Teutons  (December  6,  1916)  and  nearly 
all  Roumania  soon  conquered;  Greece  joined  the 
Allies. 

c Resistance  on  the  eastern  front  was  broken  by  the 
Russian  Revolution;  new  drive  into  Galicia 
inspired  by  Kerensky  (July  1917)  failed;  Russian 
army  demoralized. 

d Entry  of  the  United  States  into  the  war  (April  6, 

1917)  ; conscription  and  training  of  a large  army; 
General  Pershing  and  staff  reached  Paris  June  13, 
1917, 

5 The  fourth  year  of  the  war  (August  1917-July  1918). 

a The  Italian  disaster  (October-November  1917) ; 
drive  checked  at  the  Piave  river. 

b English  victory  in  the  “ Battle  of  the  Tanks  **  at 
Cambrai  (November  1917). 

c Roumania  forced  to  sign  a peace  treaty  (May  6, 

1918) . 

d British  capture  of  Jerusalem  (December  10,  1917)* 


102  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

e German  victory  in  Battle  of  Picardy  (March  1918)  ; 
Germany's  last  desperate  attempt  to  crush  the 
Allies  before  the  Americans  arrived;^  Battle  of 
Flanders  (April  1918)  ; unity  of  Allied  command 
under  Foch;  Battle  of  the  Aisne  (May  1918)  ; 
Battle  of  the  Oise  (June  1918)  ; German  drive 
checked;  part  played  by  the  Americans  in  halting 
the  Germans. 

6 The  fifth  year  of  the  war  ( August-No vember  ii,  1918). 

a Great  German  drive  culminated  at  the  Marne  and 
retreat  began  July  2y,  igi8. 
b Soissons  recaptured  by  Allies  (August  2,  1918)  ; 

General  Foch  made  marshal  of  France. 
c Allied  offensive  continued  with  remarkable  successes 
from  August  to  November  ipi8;  the  United  States 
had  1,390,000  soldiers  in  France  by  August  17, 
1918;  President  Wilson  signed  the  “man  power 
bill"  August  31,  1918;  the  “ Hindenburg  line" 
reached  September  10,  1918  and  passed;  Ameri- 
cans took  St  Mihiel  (September  12,  1918)  and 
Sedan  (November  6,  1918). 
d Italian  advance  on  the  Piave  front  (October  25- 
November  2)  and  capture  of  Trent  (November  3) 
forcing  Austria-Hungary  to  ask  for  armistice, 
amounting  to  unconditional  surrender, 
e Armistice  signed  with  Germany  (November  ii, 
1918). 

7 The  war  in  Asia  and  Africa. 

a Japanese  captured  Kiau-Chau  (November  7,  1914) 
and  seized  German  islands  north  of  the  equator; 
Australia  captured  German  islands  in  southern 
Pacific. 

b The  British  invaded  Mesopotamia;  Turks  captured 
General  Townsend  and  10,000  soldiers  at  Kut-el- 
Amara  (April  1916)  ; a second  British  expedition 
under  General  Maude  took  Bagdad  (March  ii, 
1917)  ; Palestine  taken  by  the  British, 
c Grand  Duke  Nicholas  invaded  the  Caucasus  in  1916 
and  captured  Erzerum. 


SYLLABUS  IN  HISTORY 


103 


d The  German  colonies  in  West  Africa  were  seized  by 
the  French  and  British  (1914-15)  ; German  South- 
west and  Southeast  Africa  captured  by  the  Boer 
generals,  Botha  and  Snuts,  by  early  1917. 

8 Naval  operations  during  the  war. 

a Services  of  the  British  fleet  to  the  allied  cause. 

(1)  Rapid  mobilisation  at  the  beginning. 

(2)  Germany's  commerce  swept  from  the  seas. 

Her  fleet  forced  to  retire  into  Kiel  harbor. 

(3)  Blockade  of  the  German  coast;  foreign  sup- 

plies cut  off. 

b Germany's  reply  to  British  blockade  was  a declara- 
tion of  the  blockade  of  the  entire  British 
coast. 

(1)  Use  of  the  submarine  to  enforce  the  blockade. 

(2)  When  Germany  commandeered  the  food  sup- 

ply of  the  country,  England  declared  food  a 
contraband  of  war;  Germany  answered  by 
announcing  the  waters  about  the  British 
Isles  a war  zone";  England  replied  by 
extending  the  blockade  so  as  to  regulate 
commerce  with  neutral  countries  near  Ger- 
many. 

c Assistance  of  the  French,  Japanese,  Italian,  Russian 
and  American  navies, 
d Naval  battles. 

(1)  German  victory  off  the  coast  of  Chili  (No- 

vember 1914). 

(2)  English  victory  near  the  Falkland  islands. 

(3)  Battle  of  Jutland  (May  31,  1916)  ; victory 

claimed  by  both  sides;  England’s  mastei*y 
of  the  seas  unbroken. 

e Loss  of  allied  shipping  by  German  submarines  and 
raiders:  over  12,800,000  gross  tons  of  allied  and 
neutral  shipping  sunk  between  August  1914  and 
January  1918;  6,600,000  tons  built  to  replace  the 
loss ; decline  of  losses  and  increase  of  new  ships 
in  1918;  part  played  by  the  United  States. 

H End  of  the  world  war. 

I Peace  proposal  of  Pope  Benedict  XV  (August  i,  1917). 
a To  substitute  moral  for  physical  force  in  interna- 
tional relations. 


104  the  university  of  the  state  of  new  YORK 

b To  widen  the  sphere  of  arbitration, 
c To  establish  freedom  of  the  seas. 
d To  renounce  indemnities  except  when  “-particular 
reasons  justified  them. 

^ To  evacuate  occupied  territories. 

/To  apply  the  principle  of  self-determination  to  dis- 
puted territories. 

2 President  Wilson^s  reply  for  the  Allies  (August  27, 

1917). 

a Drew  a distinction  between  the  German  government 
and  the  German  people.  Made  it  clear  that  nego- 
tiations with  the  irresponsible,  autocratic  German 
government  were  impossible, 
b These  ideas  were  elaborated  into  the  famous  “ four- 
teen points''  (January  8,  1918). 
c Supplemented  by  additional  statements. 

(1)  Address  to  Congress  (February  ii,  1918) 

giving  the  simple  and  obvious"  test  of 
four  principles. 

(2)  Mount  Vernon  address  (July  4,  1918).  ''The 

reign  of  law,  based  upon  consent  of  the 
governed  and  sustained  by  the  organized 
opinion  of  mankind." 

3 Reply  of  the  Central  Powers  to  the  pope’s  note  (Sep- 

tember 20,  1917). 

a Declared  themselves  in  sympathy  with  the  proposals 
to  substitute  moral  for  physical  force  in  interna- 
tional affairs  and  to  obtain  the  freedom  of  the 
seas. 

b Chancellor  von  Hertling  replied  to  President  Wil- 
son’s note  (January  25,  1918). 

( 1 ) The  “ fourteen  points  ” covered. 

(2)  Germany  determined  to  retain  Alsace-Lor- 

raine. 

(3)  The  Russian,  Italian,  Balkan  and  Turkish 

frontiers  were  matters  for  local  settlement. 
c Chancellor  von  Hertling’s  address  to  the  Imperial 
Reichstag  (February  25,  1918). 

( 1 ) Replied  to  President  Wilson’s  four  principles. 

(2)  Answer  to  English  war  aims. 

(3)  Explanation  of  Germany’s  war  aims  in 

Russia. 


SYLLABUS  IN  HISTORY 


105 


4  Lloyd  George's  statement  of  war  aims  (January  5,  1918). 
a Turkey  to  be  restricted  to  territory  predominantly 
Turkish. 

b Alsace-Lorraine  question  to  be  “ reconsidered.” 
c Belgium  to  be  completely  restored  in  every  possible 
way. 

d Balkan  states  to  be  restored. 

e Fate  of  German  colonies  to  be  decided  according  to 
the  wishes  of  the  natives. 

/ A league  of  nations  formed  to  preserve  peace. 

5 ’Russia’s  attempt  to  secure  a general  peace. 
a Kerensky’s  efforts  to  obtain  peace. 
b Trotsky’s  note  to  the  Allies  offering  an  armistice 
(November  22,  1917). 

c Trotsky’s  note  to  the  Allies  requesting  participation 
in  an  armistice  (December  6,  1917). 
d Russia’s  “ basic  principles  ” for  peace  (December 
22,  1917). 

e Replies  to  the  Russian  offer. 

6 The  surrender  of  the  Central  Allies: 

a The  unconditional  surrender  of  Bulgaria, 
b The  collapse  and  surrender  of  Turkey, 
c Austria-Hungary  signed  an  armistice  of  uncondi- 
tional surrender  (November  3,  1918). 
d Germany  asked  President  Wilson  to  arrange  for  a 
discussion  of  an  armistice  (October  6,  1918)  ; 
signed  November  ii,  igi8. 

I  The  Paris  Peace  Conference  (January  18,  1919). 

1 Membership  and  organization;  the  supreme  council. 

2 Signing  of  treaty  at  Versailles,  June  28,  1919. 

3 Terms  of  the  treaty  with  Germany. 

4 The  League  of  Nations. 

5 The  American  senate  refused  to  ratify  the  treaty  without 

reservations. 

6 Treaty  with  Austria,  signed  at  St  Germain,  September 

19,  1919. 

7 Treaty  with  Hungary,  signed  June  4,  1920. 

8 Treaty  with  Bulgaria,  signed  November  18,  1918. 

9 Treaty  with  Turkey,  signed  August  10,  1920. 

J Revolution  in  central  Europe. 

I The  overthrow  of  the  Hohenzollerns  in  Germany  and  the 
creation  of  a republic. 


I06  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

2 The  dissolution  of  the  dual  monarchy  and  the  creation  of 

four  new  states. 

3 The  continuance  of  turmoil  and  confusion  following  these 

changes. 

Map:  Europe  in  ip20. 

Note.  Current  events  should  be  taught,  but  the  teacher  should  indicate 
that  judgments  formed  now  may  be  modified  by  new  evidence. 

K Some  possible  changes  growing  out  of  the  world  war. 

1 Political. 

a Decline  of  the  autocratic  type  of  government, 
b The  triumph  of  democratic  political  institutions. 
c An  effort  for  open  diplomacy  in  international  rela- 
tions. 

d The  extension  of  the  arbitration  principle. 
e A vindication  and  guarantee  of  the  rights  of  small 
nations. 

/ The  defeat  of  aggressive  imperialism. 
a The  establishment  of  peace  and  good  will  among 
the  peoples  of  earth. 

h The  development  of  a sense  of  solidarity  of  interests 
among  all  peoples. 

i The  creation  of  a higher  type  of  nationalism. 

2 Economic  and  industrial. 

a The  increase  of  cooperation  in  industry. 
b Mechanical  inventions  and  discoveries. 
c The  experiment  of  national  control  of  natural 
resources  and  public  utilities. 
d Governmental  regulation  of  prices  of  commodities, 
quantity  of  goods  consumed,  the  output  of  fac- 
tories, etc. 

e The  coordination  of  capital,  hand  and  brain  labor  in 
great  governmental  enterprises. 

/ The  entrance  of  woman  into  different  fields  of  in- 
dustry and  a demonstration  of  her  efficiency  in 
industry. 

g The  development  of  a higher  standard  of  living 
through  an  increase  in  wages. 

3 Social. 

a A successful  experiment  in  democratic  conscription 
for  military  and  industrial  service. 
b The  demonstrated  advantage  of  local,  national  and 
international  cooperation. 


SYLLABUS  IN  HISTORY 


107 


c The  growing  convictions  of  the  cumulative  evils  of 
war  on  present  and  succeeding  generations. 
d A tendency  toward  the  voluntary  utilization  of  great 
fortunes  for  the  welfare  of  the  state. 
e The  raising  of  vast  sums  of  money  for  humanitarian 
purposes  to  alleviate  the  ravages  of  war. 

/ The  inculcation  of  lessons  of  thrift  and  economy. 
g The  spirit  of  self-sacrifice. 

4 Religious  and  educational. 

a A general  awakening  to  the  value  of  education. 
b The  growth  of  a world  public  opinion. 
c The  rise  of  new  spiritual  and  moral  values. 
d A new  emphasis  on  physical  as  well  as  mental  and 
moral  education. 

e Higher  standards  of  truth  and  honesty  in  human 
relationships. 

XI  The  Russian  revolution, 

A The  conditions  in  Russia  when  the  world  war  broke  out  in 
IQ14. 

1 The  government. 

a The  czar  and  his  advisers. 
b The  duma. 
c Local  government. 

2 Social,  economic,  educational  and  religious  conditions. 

B The  part  played  by  Russia  in  the  opening  years  of  the  world 

war. 

C Causes  of  the  revolution. 

1 Negative  forces. 

a The  corruption  and  inefficiency  of  the  autocratic 
government. 

b The  economic  and  social  inequalities  and  evils. 
c The  machinations  of  the  pro-German  party  at  the 
court. 

2 Positive  forces. 

a The  success  of  the  revolution  of  1905-06. 
b The  activities  of  the  liberals  among  the  nobles,  the 
middle  class  and  the  common  people. 
c The  democratic  influences  of  western  Europe  and 
America. 

d The  industrial  revolution;  its  effects  on  the  working 
classes. 


I08  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

e The  organization  of  party  groups  with  definite 
programs. 

( 1 ) The  Octobrists ; moderates  who  looked  to 

Prussia  as  a model. 

(2)  The  Cadets  — constitutional  democrats,  who 

took  England  as  a model. 

(3)  The  Social  Democrats  — the  followers  of 

Karl  Marx. 

(4)  The  Social  Revolutionists  who  wanted  a 

. democratic  republic. 

(5)  The  Peasants’  Union;  “The  whole  land  for 

the  whole  people.” 

D The  outbreak  of  the  revolution. 

1 Special  committee  of  defence  met  at  Petrograd  {Feb- 

ruary 14,  1917). 

2 The  Nobles'  Congress  was  held  at  Moscow  February  14, 

ipiy;  denounced  the  “ dark  forces  ” and  demanded 
reforms. 

3 The  prorogued  duma  met  February  27,  1^17. 

a Attacks  on  the  government  began  at  once, 
b The  food  situation  grew  more  serious;  crowds  of 
starving  people  in  Petrograd  stormed  bread  fac- 
tories and  bakeries  (March  7,  1917)  ; mounted 
dragoons  called  out  but  refused  to  fire  on  the 
people. 

c Strikes  by  transportation  union,  metal  workers,-  etc., 
March  8,  1917. 

d Duma’s  proceedings  showed  a very  hostile  attitude 
toward  the  government  (March  9-10,  1917),  hence 
the  czar  ordered  the  temporary  dissolution  of 
duma  March  ii,  1917;  duma  revolted  and  refused 
to  adjourn. 

e Three  days  of  fierce  street  fighting  in  Petrograd 
{March  11-14,  1917),  between  the  people  and  the 
government ; ^00,000  soldiers  went  over  to  the 
people;  the  union  of  all  liberal  parties  against  the 
government. 

f Duma  issued  official  report  (March  14,  1917) 

announcing  the  establishment  of  a provisional 
government. 

g Czar  Nicholas  II  abdicated  {March  15,  1917)^ 


SYLLABUS  IN  HISTORY 


109 


E The  provisional  government  {March  14-November  7,  19^7)  • 

1 Leaders:  'Prince  Lvoff,  Milukof,  Kerensky. 

2 Series  of  reforms  announced  the  latter  part  of  March. 

a Constitution  of  Finland  restored. 
h Autonomy  granted  to  Poland. 
c Anti- Jewish  laws  repealed. 
d Civil,  political  and  religious  liberty  decreed. 

3 Determination  to  carry  on  the  war  against  the  Central 

Powers  announced. 

4 Local  government  throughout  Russia  in  the  hands  of 

soviets,  or  councils  of  workingmen,  peasants  and 
soldiers. 

5 The  Petrograd  Council  of  Workingmen^ s and  Soldier s7 

Delegates  soon  became  a rival  of  the  provisional 
government ; The  Commune of  the  Russian 
Revolution. 

a Championed  revolutionary  social  changes. 

(1)  Distribution  of  land  among  the  peasants. 

(2)  Workingmen’s  control  of  the  factories. 

b Demanded  an  immediate  general  peace  on  the  basis 
of  ''no  annexations  and  no  indemnities'* 
and  the  right  of  "self-determination"  for 
all  peoples. 

(1)  Led  to  demoralization  of  the  Russian  armies. 

(2)  Soldiers  began  to  elect  their  own  officers. 

c Struggle  between  (i)  the  communistic  Bolsheviki, 
who  desired  the  immediate  and  complete  realiza- 
tion of  their  ideals,  and  (2)  the  socialistic  Men- 
sheviki,  moderates  who  stood  for  a minimum  of 
the  socialist  ideal. 

6 The  reorganization  of  the  provisional  government. 

a Milukof  and  Gutchkof  accused  of  being  imperialists 
and  compelled  to  resign  (May  16,  1917). 
b Replaced  by  Socialists. 
c Kerensky  made  minister  of  war. 

(1)  Opposed  a separate  peace  with  Germany. 

(2)  Demanded  a conference  of  the  Allies  to 

formulate  war  aims. 

(3)  Started  a new  drive  into  Galicia  (July  1917)  ; 

its  failure. 


I lO 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


d Kerensky  made  head  of  the  provisional  government 
(July  20,  1917). 

(1)  The  peace  plan  of  the  Petrograd  council 

adopted. 

(2)  Mutiny  and  desertion  in  the  armies. 

(3)  Growth  of  disorganization  and  anarchy 

throughout  Russia. 

(4)  Independence  declared  by  various  nationali- 

ties ; Finns,  Poles,  Ukranians. 

(5)  Class  war  against  ^‘Bourgeois'*  property 

owners. 

e Rise  of  opposition  to  Kerensky  and  the  provisional 
government,  {i)  hy  the  radical  Bolsheviki,  (2)  by 
the  counter-revolutionists  under  General  Kornilof. 
f Riga  captured  by  the  Germans  (September  3,  1917). 
g Fall  of  Kerensky  and  the  provisional  government 
(November  7,  1917). 

F The  rule  of  the  Bolsheviki  (November  7,  1917). 

1 Nicholas  Lenine  as  premier  and  Leon  Trotsky  as  foreign 

m, inis  ter. 

2 Announced  their  program  as: 

a An  immediate  democratic  peace. 
h Confiscation  of  landed  estates  and  division  of  land 
among  the  people. 

c Calling  of  a constitutional  assembly. 
d Lodging  of  final  authority  in  the  soviets. 

3 Peace  parleys. 

a Armistice  signed  between  the  Bolshevik  government 
and  the  Central  Powers  {December  5,  1917)  at 
Brest-Litovsk. 

b Treaty  of  peace  signed  by  the  Central  Powers  with 
the  Ukraine  (February  9,  1918)  at  Brest-Litovsk. 

(1)  Independence  of  Ukraine  recognized. 

(2)  Free  trade  established. 

(3)  Arrangements  for  the  delivery  of  agricultural 

and  industrial  products  to  the  Central 
Powers. 

c Negotiations  for  peace  continued  between  Russia  and 
the  Central  Powers  with  dramatic  interruptions 
from  December  16,  igiy  to  March  j,  1918  when 
the  Bolshevik  government  was  compelled  to  sign 
the  treaty  of  Brest-Litovsk ; terms: 


SYLLABUS  IN  HISTORY 


III 


(1)  Russia  forced  to  give  up  Finland,  Esthonia, 

Livonia,  Courland,  Poland  and  Lithuania. 
Loss  of  500,000  square  miles  of  territory 
and  66,000,000  people. 

(2)  Ukraine  recognized  as-  an  independent 

republic. 

(3)  Batum,  Erivan  and  Kars  in  the  Caucasus 

ceded  to  Turkey. 

(4)  Bolsheviki  promised  to  stop  propaganda  in  the 

ceded  regions. 

d Three  supplementary  treaties  signed  at  Berlin 
between  Germany  and  Russia  (August  27,  1918). 
e Ejfect  of  these  treaties  on  ability  of  the  Central 
Powers  to  continue  the  war,  new  burden  imposed 
upon  the  western  Allies. 

4 Difficulties  encountered  by  the  Bolshevik  government  in 
attempting  to  establish  the  communist  regime, 
a Internal  opposition  from  (i)  the  supporters  of  the 
old  regime,  including  the  imperial  family,  reac- 
tionary nobility  and  higher  clergy;  (2)  the  advo- 
cates of  a constitutional  monarchy,  chiefly  the 
middle  class  and  liberal  nobility;  (3)  the  moderate 
Socialists. 

b External  opposition  from  (i)  the  Central  Powers 
who  sought  to  use  the  revolution  for  their  own 
selfish  projects;  (2)  the  Jugo-Slavs;  (3)  the 
western  Allies,  who  desired  to  restore  the  east- 
ern battle  line:  declared  their  intention  to  coop- 
erate with  Russian  forces  opposing  the  Bolsheviki 
August  22d. 

c The  internal  enennes  of  the  Bolsheviki  were  sup- 
pressed by  (i)  the  organization  of  a revolutionary 
army  called  the  “Red  Guard”;  (2)  by  terror, 
intimidation,  confiscations  etc.;  (3)  the  execution 
of  the  czar  July  igi8. 

d The  external  enemies  were  met  by  force. 

(i)  Assassination:  the  German  ambassador  von 
Mirbach  was  killed  at  Moscow  (July  6, 
1918)  ; the  German  commander  in  the 
Ukraine  was  slain  at  Kiev  (July  1918). 


II2 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


(2)  War:  the  invasion  of  German  troops  was 

resisted  by  the  Red  Guard.  Lenine  declared 
that  a state  of  war  existed  with  the  western 
Allies  (July  29,  1918). 

(3)  Allied  troops,  including  Americans,  landed  at 

Archangel  (August  2,  1918). 

(4)  American  troops  landed  at  Vladivostok  to 

cooperate  with  Japanese,  British,  French, 
Italian  and  Chinese  troops  in  preventing 
the  control  of  Siberia  by  the  Bolsheviki. 

(5)  Trotsky  elected  president  of  the  supreme  war 

council  in  Russia  to  repel  the  invaders. 

5 “ Bolshevism  — its  nature,  purposes  and  methods.” 

a Political  institutions  of  the  Soviet  Republic. 
h The  social  and  economic  revolution  attempted. 
c Religious  and  educational  ideals. 

6 Failure  of  allied  embargoes  and  counter-revolutionary 

movements  to  defeat  Bolshevism. 

7 War  with  Poland. 

G The  spread  of  Bolshevism  to  central  and  western  Europe. 

H Problems  still  confronting  Russia. 

XII  A survey  of  contemporary  civilization. 

A Political. 

I The  greatest  single  force  in  the  world  is  the  sovereign 
state. 

a Characteristics. 

h Classification  of  sovereign  states. 

(1)  Republican  or  monarchial  according  to  char- 

acter of  executive. 

(2)  National  or  imperial  according  to  territory 

and  people. 

(3)  Democratic  or  autocratic  according  to  the 

power  of  the  people  to  decide  governmental 
questions. 

c Number  and  character  of  states. 

(1)  The  1,700,000,000  people  on  earth  organized 

politically  into  fifty  or  more  sovereign  states. 

(2)  Those  created  during  the  world  war. 

(3)  About  thirty  republics,  including  about  half 

of  the  population  of  the  world. 


SYLLABUS  IN  HISTORY 


II3 

■ (4)  Remainder  are  monarchies  more  or  less  lim- 
ited by  constitutional  and  parliamentary 
checks;  some  of  these,  like  Great  Britain, 
Norway  and  Italy,  very  democratic. 

(5)  Tendency  everywhere  to  replace  autocratic 
by  democratic  states. 

2 Extension  of  franchise. 

a Causes  of  growth  since  the  American  Revolution. 

( 1 ) Influence  of  Christianity  on  the  conception  of 

brotherhood. 

(2)  Influence  of  the  French  Revolution;  ‘‘liberty, 

equality,  fraternity.” 

(3)  The  industrial  revolution. 

(4)  The  various  political  revolutions. 

(5)  Changes  growing  out  of  the  world  war. 

b The  political  emancipation  of  women;  its  results. 
c Significance  of  these  democratic  changes. 

3 The  political  constitution  as  a foundation  of  the  state 

today. 

4 New  conception  of  the  scope  and  function  of  government. 

a The  old  idea  of  government  as  a mystery  conducted 
for  the  benefit  of  the  ruling  class  disappearing. 
b The  new  idea  of  government  as  a seiwant  of  the 
people  gaining  ground  rapidly. 

(1)  Grows  out  of  mutual  interdependence  of  indi- 

viduals. 

(2)  People  perform  duties  and  secure  rights 

through  government. 

(3)  The  government  helps  where  the  individual 

can  not  help  himself. 

(4)  Governmental  means  of  cooperation  among 

individuals. 

c To  meet  the  great  human  needs  today  governments 
are  confronted  by  many  serious  problems  scarcely 
thought  of  formerly. 

5 Growth  of  international  relations. 

a Widespread  need  for  world  order,  world  justice  and 
world  security. 

b Consciousness  of  necessity  for  world  organization  has 
already  created  many  agencies  for  world  govern- 
ment. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


II4 


(1)  Official  agencies. 

(2)  Unofficial  agencies. 

(3)  Inadequacy  of  the  institutions  already  estab- 

lished. 

c Numerous  plans  for  furtherance  of  world  organi- 
zation. 

d Effects  of  the  world  war.  Refer  to  topic  X. 

B Social  and  economic. 

1 Rapid  extension  of  the  industrial  revolution  over  the 

world. 

a States  in  which  industry  has  been  most  highly 
developed. 

h States  in  which  industry  has  been  only  partially 
developed. 

c Portions  of  the  earth  where  industry  is  undeveloped. 

2 General  effects  of  the  industrial  revolution  on 

a The  growth  of  democracy,  nationalism,  imperialism 
and  internationalism. 

b The  development  of  a spirit  of  cooperation  between 
(i)  employer  and  (2)  employee. 
c Poverty  and  other  social  problems. 
d Social  legislation  and  reforms. 
e Stimulation  of  discoveries  and  inventions. 

/ Increase  of  world  trade  and  commerce. 
g Educational  institutions  and  programs. 

3 Proposed  socialistic  and  communistic  schemes  for  im- 

proving organized  human  society, 
a The  varying  groups  and  different  schemes. 
h Reasons  for  strength  of  socialism  in  industrial 
centers  and  its  weakness  elsewhere. 
c Its  political  effects. 
d Its  social  and  economic  influence. 
e Its  weaknesses  as  shown  by  its  opponents. 

/ Its  failure  in  the  world  war.  ' ' i 

4 Human  welfare  and  humanitarian  activities. 

a War  on  poverty;  official  and  private  efforts. 
b Legislation  for  improving  the  condition  of  the 
poorer  classes. 

(1)  Hours,  wages,  safety  appliances,  compensa- 

tion, pensions  etc. 

(2)  Sanitation,  housing,  insurance,  education  etc. 


SYLLABUS  IN  HISTORY 


II5 


c Protection  and  education  of  children. 
d Care  of  the  unfortunate  and  criminal  classes. 
e War  on  disease. 

/ Efforts  to  solve  the  liquor  problem,  immorality  etc. 
g Public  and  private  charities  and  relief  work. 
h International  agreements  to  mitigate  the  horrors  of 
war. 

5 The  woman  movement. 

C Educational. 

1 The  dissemination  of  intelligence  and  enlightenment  over 

the  world  one  of  the  big  problems  of  our  age. 
a Illiteracy  in  the  various  states  of  the  world. 
b Agencies  at  work  to  improve  conditions. 

2 Tendency  toward  secularisation  and  democratizdtion  of 

popular  education. 

a Where  the  most  progress  has  been  made. 
b Work  still  to  be  done. 

3 Various  kinds  of  educational  agencies  at  work. 

a Public  school  systems. 
b Private  schools. 
c Higher  education. 

d Industrial,  technical  and  professional  schools. 
e Libraries,  museums  etc. 

/ The  press,  theater  and  church. 
g The  fine  arts. 

4 Effects  of  all  these  educational  agencies  on  our  civili- 

zation. 

D Importance  of  the  new  science. 

1 New  conception  of  the  earth’s  origin;  the  new  geology; 

Lyell’s  “ Geological  Evidences  of  the  Antiquity  of 
Man.” 

2 The  theory  of  evolution;  biology  and  anthropology; 

Buff  on  and  Lamarck;  Charles  Darwin  (1809-82)  and 
“ natural  selection  ” ; Wallace ; Huxley ; Spencer ; 
Vries ; Haeckel ; Gray  and  Fiske. 

3 New  theories  of  matter  and  power;  chemistry,  physics, 

mineralogy  and  astronomy ; Lavoisier ; Dalton  and  the 
atomic  theory;  synthetic  chemistry  in  Germany;  applied 
chemistry;  the  nature  of  heat  and  light  explained;  the 
development  of  electricity;  Galvani  and  Volta;  Davy; 
Ampere  and  Arago ; Faraday  and  Edison ; the  “ Hert- 
zian waves  ” ; Roentgen  and  the  X-rays ; radio-activity ; 


ii6 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Curie,  Joule  and  Kelvin;  the  telescope,  spectroscope 
and  photography  in  astronomy. 

4 The  cellular  theory  of  life;  Pasteur  and  bacteriology. 

5 The  advances  in  medicine  and  surgery;  the  germ  theory 

of  disease;  Doctor  Koch  and  tuberculosis;  antitoxins; 
von  Behring  and  Park;  preventive  hygiene;  Doctor 
Warren’s  use  of  ether  in  surgery;  Lister  and  anti- 
sepsis ; sterilization. 

6 Applied  science  has  added  new  processes  to  manufacturing 

and  mining ; improved  transportation  and  communi- 
cation; increased  the  comforts  and  conveniences  of 
modern  life  in  a thousand  different  ways  and  enabled 
man  to  live  a happier  and  more  useful  life. 

7 The  new  social  sciences  — economics  developed  by 

Bentham,  Malthus,  Ricardo,  John  Stuart  Mill,  Marx 
and  others;  sociology  by  Comte  and  Spencer;  political 
science;  philosophy  and  psychology;  and  the.  new 
history. 

8 Science  in  the  World  War. 

E Religious. 

1 Religion  as  a factor  in  the  civilization  of  the  world  today. 

2 The  great  religions  of  the  earth. 

a Christians : 565,000,000. 

(1)  Roman  Catholics:  273,000,000. 

(2)  Eastern  Orthodox:  120,000,000. 

(3)  Protestants:  172,000,000. 

b Confucianists  and  Taoists:  300,000,000. 
c Mohammedans:  222,000,000. 
d Hindus:  219,000,000. 
e Buddhists:  138,000,000. 

/ Shintoists : 25,000,000. 
g Jews:  12,000,000. 

h Geographical  location  of  these  great  religions. 

3 Religion  as  a civilizing  world  force. 

a Permeating  law  and  government. 
h As  an  educational  power, 
c As  a force  for  social  betterment. 

As  a force  inculcating  ethical  standards. 
e Missionary  endeavors  and  their  results. 

4 Some  problems  confronting  different  religions. 

a Separation  of  church  and  state. 
b Growth  of  toleration  and  religious  freedom. 


SYLLABUS  IN  HISTORY 


II7 


XIII  Review  and  summary, 

A Review  the  leading  political,  economic,  social,  educational  and 
religious  facts  of  the  period  from  1789  to  1919. 

B Point  out  the  old  forces  that  persisted  throughout  all  or  a 
portion  of  this  period. 

C Emphasize  particularly  the  new  forces  that  appeared  during 
this  period. 

D Show  the  conflict  between  the  old  forces  and  the  new  forces 
and  indicate : 

1 To  what  extent  the  new  forces  have  triumphed. 

2 The  problems  awaiting  partial  or  complete  solution. 

E Indicate  the  fundamental  characteristics  of  civilization  today 
and  compare  them  with  the  characteristics  of  the  civiliza- 
tion before  1789  in  order  to  understand  in  what  particular 
institutions  progress  has  been  made. 

Suggested  Readings 

Major  sequence,  course  B World  history,  iy8p-ip20 
Abbott,  W.  C.  Expansion  of  Europe.  Holt 
Beer,  G.  L.  English  Speaking  Peoples.  Macmillan 
Belloc,  Hilaire.  French  Revolution.  Holt 

Bourinot,  Sir  J.  G.  Canada.  Story  of  the  Nations  series. 
Putnam 

Bourne,  H.  E.  Revolutionary  Period  in  Europe.  Century 
Bracq,  J.  C.  France  Under  the  Republic.  Scribner 
Bryce,  James.  William  Ewart  Gladstone.  Century 
Bullard,  Arthur.  Diplomacy  of  the  Great  War.  Macmillan 
Burke,  Edmund.  Speech  on  Conciliation  with  America.  Holt 
Chitwood,  O.  P.  Immediate  Causes  of  the  Great  War.  Crowell 
Collier,  Price.  England  and  the  English  from  an  American  Point 
of  View.  Scribner 

Germany  and  the  Germans.  Scribner 

Davis,  W.  S.  Roots  of  the  War.  1870-1914.  Century 

History  of  France.  Houghton 

Dawson,  T.  C.  South  American  Republics,  2 v.  Putnam 
Dickens,  Charles.  Tale  of  Two  Cities.  Houghton 
Douglas,  R.  K.  Europe  and  the  Far  East.  Putnam 
Emerson,  R.  W.  Representative  Men.  Macmillan 
Erckmann-Chatrain.  Conscript.  Scribner;  Burt;  Dutton 
Waterloo.  Scribner;  Dutton 

Fife,  R.  H.  German  Empire  Between  Two  Wars.  Macmillan 


Il8  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Garlanda,  Frederico.  New  Italy.  Putnam 
Gibbons,  H.  A.  New  Map  of  Europe.  Century 

New  Map  of  Africa.  Century 

New  Map  of  Asia.  Century 

Giles,  H.  A.  Civilization  of  China.  Holt 
Gooch,  G.  P.  History  of  Our  Time.  1885-1911.  Holt 
Hankey,  D.  W.  A.  A Student  in  Arms.  Dutton 
Hassall,  Arthur.  The  French  People.  Appleton 

* Hayes,  C.  J.  H.  Political  and  Social  History  of  Modern  Europe. 
2 V.  Macmillan 

Brief  History  of  the  Great  War.  Macmillan 

British  Social  Policies.  Macmillan 

Hazen,  C.  D.  Europe  since  1815.  Holt 

Fifty  Years  of  Europe.  1870-1920.  Holt 

Alsace-Lorraine  under  German  Rule.  Holt 

Modern  European  History.  Holt 

Headlam,  J.  W.  Bismarck  and  the  Foundation  of  the  German 
Empire.  Putnam 

Hill,  D.  J.  Rebuilding  of  Europe.  Century 

Hillis,  N.  D.  Great  Books  as  Life-Teachers.  Revell 

Holland,  R.  S.  Builders  of  United  Italy.  Holt 

Holt  & Chilton.  History  of  Europe  from  1862  to  1914.  Macmillan 

Hornbeck,  S.  K.  Contemporary  Politics  in  the  Far  East.  Appleton 

Howe,  F.  C.  European  Cities  at  Work.  Scribner 

Hughes,  Thomas.  Life  of  David  Livingstone.  Macmillan 

Hugo,  Victor.  Les  Miserables.  2 v.  Dutton 

Johnston,  R.  M.  French  Revolution.  Holt 

Napoleon  1.  Holt 

* Lowell,  E.  J.  Eve  of  the  French  Revolution.  Houghton 
McCarthy,  Justin.  Short  History  of  Our  Own  Times.  Harper 
McKinley,  A.  E.  ed.  Collected  Material  for  the  Study  of  the 

War.  Reprinted  in  an  enlarged  form  from  the  History  Teachers 
Magazine.  McKinley  Pub.  Co. 

Malherbe,  Henry.  Flame  That  Is  France.  Century 
Masefield,  John.  Gallipoli.  Macmillan 

War  and  the  Future.  Macmillan 

Mathews,  Shailer.  French  Revolution.  Longmans 
Myers,  Victoria.  Queen  and  Empress 

Mitchell,  S.  Weir.  Adventures  of  Francois.  Century;  Grosset 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


SYLLABUS  IN  HISTORY 


1 19 

Moran,  T.  F.  Theory  and  Practice  of  the  English  Government. 
Longmans 

Morganthau,  Henry.  Ambassador  Morganthau’s  Story.  Doubleday 
Morley,  John.  Edmund  Burke.  Harper 
Morris.  French  Revolution 

Munro,  W.  B.  Government  of  European  Cities.  Macmillan 
Ogg,  F.  A.  Governments  of  Europe.  Macmillan 

Economic  Development  of  Modern  Europe.  Macmillan 

Social  Progress  in  Contemporary  Europe.  Macmillan 

Oman,  C.  W.  C.  England  in  the  Nineteenth  Century.  Longmans 
Orczy,  Emma.  Scarlet  Pimpernel.  Doran 
Orsi,  Pietro.  Modern  Italy.  Putnam 
Parkman,  M.  R.  Fighters  for  Peace.  Century 
Priest,  G.  M.  Germany  since  1740.  Ginn 
Reinsch,  P.  S.  World  Politics.  Macmillan 
Richards,  L.  E.  Florence  Nightingale.  Appleton 
Robertson,  W.  S.  Rise  of  the  Spanish  American  Republics. 
Appleton 

Rose,  J.  H.  Rise  of  Democracy.  Duffield 

Revolutionary  and  Napoleonic  Era.  Putnam 

Ross,  E.  A.  Changing  Chinese.  Century 

* Schapiro,  J.  S.  Modern  and  Contemporary  European  History. 
Houghton 

Seeley,  J.  R.  Expansion  of  England.  Little 
Seignobos,  Charles.  History  of  Contemporary  Civilization. 
Scribner 

Political  History  of  Europe  since  1814.  Holt 

* Seymour,  Charles.  Diplomatic  Background  of  the  War.  Yale 
Univ.  Press 

Skrine,  F.  H.  B.  Expansion  of  Russia,  1815-1900.  Putnam 
Slater,  Gilbert.  Making  of  Modern  England.  Houghton 
Sloane,  W.  M.  The  Balkans;  a Laboratory  of  History.  Metho- 
dist Book  Concern 

Smith,  Munroe.  Bismarck  and  German  Unity.  Lemcke 
Sweet,  W.  W.  History  of  Latin-America.  Abingdon  Press 
Thackeray,  W.  M.  The  Four  Georges.  Dutton 
Thayer,  W.  R.  Throne  Makers.  Houghton 

Germany  vs.  Civilization.  Houghton 

Life  and  Times  of  Cavour.  Houghton.  2 v. 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


120 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Tickner,  F.  W.  Social  and  Industrial  History  of  England. 
Longmans 

Tout,  T.  F.  Greater  Britain 

Trevelyan,  G.  M.  Garibaldi  and  the  Thousand.  Longmans 
Turner,  E.  R.  Europe,  1789-1920.  Doubleday 
Wallace,  W.  K.  Greater  Italy 

Wells,  H.  G.  Mr  Britling  Sees  It  Through.  Macmillan 
*Woodworth,  W.  H.  Short  History  of  the  Expansion  of  the 
British  Empire.  Putnam. 

* Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


SYLLABUS  IN  HISTORY 


I2I 


Course  C 

Major  sequence  or  minor  sequence 

Third  year,  first  and  second  terms  (see  paragraph  in  black  face 
type  on  page  lo)  : 

AMERICAN  HISTORY;  PEOPLE,  INSTITUTIONS  AND 

GOVERNMENT 

I The  Americans  — A nation  of  immigrants, 

A Europe  {the  continent  from  which  the  American  race  sprung) 
about  1500.  (Review  course  A,  XX,  B,  4,  page  40). 

1 The  commercial  situation. 

a The  rapid  development  of  commerce  with  the  East 
from  the  time  of  the  Crusades. 
b The  commercial  crisis  produced  by  the  Turks. 
c The  known  world  before  1492. 

2 The  intellectual  situation. 

a The  spirit  of  inquiry  pervading  Europe;  the  Renais- 
sance. 

b The  available  geographical  facts  and  theories  aiding 
Columbus. 

c The  inventions  which  prepared  the  way  for 
Columbus. 

Z The  wonderful  expansion  of  the  known  world  about  1500. 
a The  voyages  of  Columbus,  Cabot  and  Cortereal. 
b The  work  of  Da  Gama  and  Magellan. 

B The  opening  up  of  America  (1500-1700). 

1 The  rivalry  of  European  nations  in  American  exploration. 

2 The  special  work  done  by  Spain,  France,  England, 

Holland. 

C Causes  of  the  first  immigration  to  America  (1600-1700). 

1 The  religious  revolution  in  Europe. 

a Its  origin  in  Germany  in  the  time  of  Martin  Luther 

(1517)- 

b The  rise  of  Protestantism  in  England,  Scotland, 
France  and  Holland. 

c America,  a place  of  refuge  for  persecuted  sects  — 
Puritans,  Catholics,  Quakers,  Huguenots  and 
Palatine  Germans. 

2 Economic  and  social  conditions  in  England  and  Europe. 

a The  overcrowding  of  population  in  the  cities. 

' b The  wretched  condition  of  the  peasantry. 

c The  ambition  for  better  business  prospects. 


122 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


3 Political  conditions  in  England  (1603-88). 

a The  misrule  of  the  Stuarts ; coming  of  the  Puritans. 
h The  rise  of  parliamentary  opposition,  led  by  the 
Puritans. 

c The  Puritan  Revolution;  coming  of  the  Cavaliers. 

4 Political  conditions  in  France  under  Louis  XIV ; coming 

of  the  Huguenots. 

D Character  of  the  immigration  of  colonial  times. 

1 Its  diversified  nature,  representative  of  many  nations  and 

classes  of  society. 

2 The  rapid  merging  of  the  diverse  racial  elements  with  the 

English  stock. 

3 The  quality  of  the  colonial  immigrant  — predominantly 

vigorous,  industrious,  law-abiding,  intelligent,  religious. 

4 Enforced  immigration ; the  negro,  the  indentured  servant, 

the  convict. 

5 The  influence  of  the  colonial  immigrant  in  shaping 

American  ideals. 

E Evolution  of  the  first  typical  American  — the  western  pioneer 
of  the  revolutionary  period.  The  prerevolutionary  period ; 
western  migration  beyond  the  Alleghenies. 

F Immigration  to  the  United  States  between  ifSg  and  i8po. 

1 Nationalities  — chiefly  from  western  and  northern  Eu- 

rope: Irish,  German,  Scandinavian. 

2 Causes. 

a In  Ireland : political,  social,  economic  discontent. 
b In  Germany:  chiefly  political  discontent. 
c In  the  Scandinavian  countries : economic  discontent. 

3 Results. 

a A factor  in  the  settlement  of  the  Middle  West. 
b The  strengthening  of  the  cause  of  the  Union  in  the 
Civil  War. 

c Abundant  labor  for  developing  industries,  transpor- 
tation etc.  in  the  North. 
d Growth  of  urban  population. 
e A large  influence  in  our  political  life. 
f Further  influence  on  the  national  character. 

G Immigration  to  the  United  States  since  i8go. 

I Its  character  as  contrasted  with  the  earlier  immigration. 
Chiefly  from  southern  and  eastern  Europe  and  from 
the  near  Orient:  Poles,  Magyars,  Slovaks,  Russians, 
Jews,  Italians,  Greeks,  Syrians  etc. 


SYLLABUS  IN  HISTORY 


123 


2 Amount. 

“ 20,000  have  arrived  in  New  York  harbor  in  a single  day.” — Haworth. 

3 Cause;  chiefly  economic. 

4 Effects. 

a Evils. 

(1)  Difficulties  of  assimilation:  the  great  num- 

bers ; less  like  the  original  American  stock. 

(2)  Growth  of  foreign  centers  and  settlements  in 

our  cities  and  rural  districts. 

(3)  Political  effects:  the  lowering  of  the  qualifi- 

cations for  the  franchise;  the  failure  of 
many  to  seek  citizenship. 

(4)  Complication  of  our  educational  problem. 

(5)  Blurring  of  our  national  ideals. 

(6)  Enormous  increase  in  the  difficulties  of  the 

problems  of  dealing  with  crime,  de- 
linquency, insanity,  feeble-mindedness,  pau- 
perism, illiteracy,  city  congestion. 

(7)  Increase  of  economic  problems,  such  as  (a) 

lowering  of  wages  and  standard  of  living; 
{h)  evils  of  the  padrone  and  sweating  sys- 
tems; (c)  problems  of  unemployment. 

h Values. 

(1)  Cultural.  Influence  on  music,  art,  architect- 

ure and  literature. 

(2)  Industrial.  Made  possible  the  rapid  devel- 

opment of  our  natural  resources,  indus- 
tries and  public  improvements ; mining, 
lumbering,  manufacturing,  canals,  rail- 
roads. 

Chart  showing  immigration,  1825-1920. 

H Immigration  as  a present-day  problem. 

I Restriction  of  immigration. 

a The  present  immigration  law. 

h American  interests  opposing  and  favoring  the  restric- 
tion of  immigration. 

c The  value  of  restricting  immigration  by  (i)  the 
literacy  test,  (2)  a permanent  immigration  com- 
mission, (3)  a percentage  basis. 
d The  special  problem  of  oriental  immigration. 


124 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


2 Americanizing  the  immigrant. 

a Influence  of  the  public  schools. 
b The  common  service  and  sacrifice  for  his  adopted 
country  and  its  ideals. 
c Other  agencies. 

“ I was  told  while  in  Syria  that  in  America  money  could  be  picked  up 
everywhere.  That  was  not  true.  But  I found  that  infinitely  better  things 
than  money  — knowledge,  freedom,  self-reliance,  order,  cleanliness,  sovereign 
human  rights,  self-government,  and  all  that  these  great  accomplishments 
imply  — can  be  picked  up  everywhere  in  America  by  whosoever  earnestly 
seeks  them.  And  those  among  Americans  who  are  exerting  the  largest 
influence  toward  the  solution  of  the  immigrant  problem  are,  in  my  opinion, 
not  those  who  are  writing  books  on  ‘ good  citizenship,’  but  those  who  stand 
before  the  foreigner  as  the  embodiment  of  these  great  ideals.” — Abraham 
Rihbany. 


SYLLABUS  IN  HISTORY 


125 


II  The  rise  and  progress  oif  democratic  institutions  in  the 

United  States, 

A The  meaning  of  the  word  democracy.” 

1 An  analysis  of  Lincoln's  famous  definition,  Government 

of  the  people,  hy  the  people,  for  the  people.” 

a Meaning  of  each  phrase. 

2 The  significance  of  the  statement,  The  achieving  of  de- 

mocracy is  a process,  not  an  event.” 

a A gradual  development  of  better  laws  and  organiza- 
tion. 

h A gradual  process  of  development  of  national  char- 
acter: a spirit  of  cooperation,  equal  opportunities 
for  all,  self-confidence,  toleration,  respect  for  the 
man  who  makes  his  way,  the  dignity  of  work, 
common-sense,  wisdom  in  judging  public  affairs. 

3  America,  a land  of  experiments  m democratic  institu- 
tions. 

“ For  three  centuries  this  continent  has  been  a great  laboratory  for 
succeeding  generations  of  Europeans.  Experiments  in  church  and  state  and 
society,  in  religious  liberty  and  democracy,  which  could  not  easily  be  per- 
formed in  the  old  world a world  too  crowded  for  experiments  in  high 
explosives  — could  be  carried  on  in  comparative  safety  in  the  wide,  open 
spaces  of  Young  America.  It  is  not  so  much  that  we  were  a unique  people 
as  that  we  had  a unique  opportunity.  So  it  came  about  that  the  French 
reformers  of  1789  found  inspiration  in  the  American  Revolution;  that  half  a 
century  later  Euro-pean  thinkers  like  Alexis  de  Tocqueville  were  encouraged 
by  our  experiments  in  religious  liberty  to  believe  that  religion  might  live 
without  the  support  of  the  state ; that  in  our  own  time  we  have  been  hoping 
to  make  a real  contribution  to  the  safety  and  progress  of  European 
democracy.” — Greene,  in  The  History  Teachers  Magazine, September  igiy 

B The  rise  of  democracy  in  colonial  times. 

1 Political  beginnings. 

a Representative  government  on  a geographical  basis 
in  Virginia  (1619);  established  everywhere  prior 
to  the  Revolution. 

h The  Mayflower  compact,  the  first  experiment  in  co- 
operative political  effort  (1620). 

c The  New  England  towns;  direct  democracy. 

d Written  constitutional  government  and  full  man- 
hood suffrage  in  Connecticut. 

2 Religious  beginnings. 

a Partial  toleration  in  Maryland;  complete  religious 
freedom  in  Rhodj  Island. 

b Separation  of  church  and  state  in  Rhode  Island  and 
Pennsylvania. 


26 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


c Gradual  abolition  of  religious  qualification  for  voting 
and  office  holding  in  the  other  colonies. 

3 Social,  educational  and  economic  beginnings.. 

a Rise  of  a public  school  system  in  Massachusetts  and 
in  New  York. 

h Quaker  ideas  of  brotherly  love ; Quaker  attitude 
toward  crime  and  its  punishment. 
c Georgia  as  a place  of  refuge  for  the  unfortunate. 
d Labor  conditions,  north  and  south. 

4 Gradual  growth  in  power  of  the  colonial  assemblies. 

a Contests  between  the  governors  and  the  assemblies 
ending  in  popular  victories. 
b Value  as  a training  for  self-government. 

(1)  Maintained  the  interest  of  the  people  in  public 

affairs. 

(2)  Developed  a spirit  of  independence. 

(3)  Trained  a body  of  men  in  the  conduct  of  gov- 

ernment. 

(4)  Produced  such  popular  government  as  existed 

nowhere  else  in  the  world. 

Note  : The  teacher  should  emphasize  the  steady  growth  toward  popular 
government  although  noting  the  existence  of  political  and  social  inequalities 
and  narrow  religious  views. 

C The  French-English  wars  (1689-1763);  their  influence  upon 
democratic  development.  (Review  course  A,  XXIV, 
A,  4,  page  46.) 

1 The  number,  causes,  both  European  and  colonial ; com- 

parison of  combatants ; terms  of  final  peace. 

2 The  influence  of  the  struggle  upon  the  democratic  devel- 

opment of  America. 

a The  concentration  of  Britain  on  domestic  and  war 
interests  until  iy6g,  making  her  pay  indifferent 
attention  to  colonial  affairs,  and  leaving  the  colon- 
ists great  freedom  in  managing  their  own  political 
and  economic  life. 

b The  growing  consciousness  among  the  English  col- 
onists of  solidarity  of  interests  developing  out  of 
their  common  tasks  and  association  in  the  war. 
c The  removal  of  a pozverful  (Trance)  enemy  from 
the  American  continent,  making  the  colonists  feel 
more  independent  of  English  support. 


SYLLABUS  IN  HISTORY 


127 


D The  forces  working  for  and  against  union  up  to  1775. 

1 The  forces  tending  toward  union. 

a A common  language. 

h A common  heritage  of  English  institutions,  ideas  and 
ideals. 

c Protestantism  the  prevailing  faith. 
d Common  antagonism  toward  England’s  interference 
with  their  economic  interests. 

2 The  forces  working  against  union. 

a The  fear  that  centralization  of  government  would 
mean  opportunity  for  England  to  control ; the 
Albany  Congress  (1754)  and  the  attitude  of  the 
colonies  toward  Franklin’s  plan  of  union. 
h An  intense  local  patriotism,  or  pride  in  the  indi- 
vidual power  of  each  colony. 

E The  American  Revolution,  a great  step  toward  world  democ- 
racy, 177^-178^.  "'A  natural  conflict  between  tzvo 

ideals  and  two  groups  &f  interests^ — Greene. 

1 American  ideals. 

a Colonial  interpretation  of  the  English  constitution, 
that  the  colonies  were  bound  to  England  by  per- 
sonal union  with  the  crown  rather  than  by  legis- 
lativ^e  union  through  parliament. 

(1)  No  taxation  except  by  their  own  colonial 

legislatures. 

(2)  Self-government  through  ‘‘  charter  rights.” 

h An  alert  insistence  upon  ” rights  of  Englishmen.” 
c Belief  in  freedom  of  trade. 

2 English  ideals. 

a General  ideals. 

(1)  A unified  imperial  organization. 

(2)  Representation  in  parliament  on  a class  basis, 

rather  than  on  a geographical  basis  and 
according  to  population. 

(3)  The  development  of  the  mother  country 

through  control  of  colonial  trade.  “ Much 
less  arbitrary  and  oppressive  than  similar 
colonial  regulations  made  by  France  and 
Spain  for  their  American  possessions.” 
b Conflicting  party  ideals. 

(i)  Tory  ideal,  passive  obedience  to  king. 


128  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

(2)  Whig  ideal,  legislative  supremacy  of  par- 

liament in  its  relation  to  the  crown;  Pitt, 
Burke,  Fox  etc. 

(3)  The  Whigs  and  Tories  in  America;  numerical 

proportion  of  Patriots  and  Loyalists. 

3 The  two  “ heralds  ” of  the  Revolution. 

a James  Otis  and  writs  of  assistance. 
b Patrick  Henry  and  the  parson’s  cause. 

4 The  chief  acts  which  caused  the  revolt,  176^-y^. 

a The  attempt  to  enforce  navigation  and  trade  laws; 

writs  of  assistance;  “the  Gaspee  affair.” 
h Taxation. 

c England’s  effort  to  control  American  courts  through 
appointment  and  pay  by  the  crown  of  judges  and 
court  officials. 

d Interference  with  charter  rights. 
e Quartering  of  troops. 

/ The  disposal  of  the  lands  west  of  the  Alleghenies. 
g The  accumulation  of  grievances  when  George  III, 
through  bribery,  gained  control  of  parliament;  the 
prohibitory  acts,  Burke’s  grand  penal  bill. 

5 The  opening  of  the  fight,  Lexington  and  Concord,  Bunker 

Hill,  Dorchester  Heights,  Fort  Moultrie. 

6 The  significance  of  the  Declaration  of  Independence,  1776. 

a The  immediate  circumstances  that  impelled  the  issu- 
ing of  the  Declaration. 

(1)  The  king’s  proclamation  that  the  Americans 

were  rebels. 

(2)  The  sending  of  the  Hessian  troops. 

(3)  The  feeling  that  it  would  strengthen  the  popu- 

lar cause  by  leaving  no  way  for  retreat  or 
compromise. 

(4)  Difficulty  of  securing  foreign  loans  and 

alliances. 

h The  doctrines  and  statements  of  the  Declaration. 

(1)  Doctrine  of  equality  — all  men  are  created 

equal. 

(2)  Doctrine  of  inalienable  rights  — life,  liberty 

and  the  pursuit  of  happiness. 

(3)  Doctrine  of  the  social  compact — ^govern- 

ments are  set  up  to  attain  above  ends. 

(4)  Powers  of  government  rest  on  the  consent  of 

the  governed. 


SYLLABUS  IN  HISTORY 


129 


(5)  The  right  to  overthrow  a government  sub- 

versive of  the  above  ends,  but  not  for  light 
and  transient  causes. 

(6)  Statement  of  grievances  justifying  the  revo- 

lution. 

(7)  Declaration:  “that  these  united  colonies  are, 

and  of  right  ought  to  be  free  and  in<iepend- 
ent  states.” 

7 W ashington,  “ the  Man  of  the  Hour.*' 

a A prominent  leader  in  earlier  colonial  affairs, 
b A maker  as  well  as  a commander  of  armies;  his 
appointment  by  the  Continental  Congress ; the 
problem  of  short-term  enlistments;  the  evolution 
of  the  Continental  army;  the  devotion  to  his 
troops;  Valley  Forge. 

c A general  who  never  acknowledged  defeat.  Long 
Island,  Trenton,  Princeton,  Brandywine,  and  Ger- 
mantown, Monmouth,  Yorktown. 
d His  masterly  way  of  facing  the  problem  of  “ enemies 
within  the  camp  " ; the  plotting  of  the  Loyalists ; 
General  Gates  and  the  Conway  Cabal ; Charles  Lee ; 
Benedict  Arnold. 

e A man  having  the  moral  qualities  necessary  for  a 
leader  of  democracy. 

8 The  Burgoyne  campaign  as  the  crisis  of  the  war;  its 

threefold  influence  on 
a America, 
b England, 
c France. 

9 The  significance  of  French  aid  (the  French  Treaty  of 

Alliance,  1778). 

10  Other  prominent  leaders  of  the  movement. 

a Franklin,  Samuel  and  John  Adams,  Robert  Morris. 
b Nathanael  Greene,  Daniel  Morgan,  Philip  Schuyler, 
Paul  Jones,  George  Rogers  Clark. 
c Lafayette,  Kosciusko,  Steuben. 

11  The  end  of  the  strife. 

a English  problems  bringing  peace. 
b Peace  negotiations  and  treaty  (1783). 

12  The  results. 

a The  first  great  republic  of  modern  times. 


130 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


h The  downfall  of  the  king's  control  over  the  English 
parliament.  “If  England  prevails,  English  and 
American  liberty  is  at  an  end/’  Horace  Walpole. 
c The  modern  enlightened  attitude  toward  colonial 
administration;  conspicuous  examples;  England 
and  the  United  States. 

13  The  part  played  by  the  Second  Continental  Congress  in 
the  Revolution. 

a Its  development  into  a revolutionary  body. 
h The  representative  of  union  until  1781. 
c Its  relation  to  the  forming  of  state  governments. 
d Its  gradually  decreasing  authority. 

E The  adoption  of  state  constitutions  during  the  strife. 

1 The  significance  of  the  event,  this  work,  we  might  well 

say,  zvas  the  revolution.'* 

a Its  transformation  of  the  colonies  into  common- 
wealths. 

b Its  recognition  of  the  ultimate  source  of  government 
and  of  authority  of  government,  to  emanate  from 
the  people. 

c The  recognition  that  there  are  certain  essential  rights 
of  man  that  can  not  be  taken  away.  First  bill  of 
rights,  adopted  by  Virginia. 
d Influence  upon  later  constitutions. 

(1)  Adoption  of  a bill  of  rights  in  the  French 

constitution  (1789-91)  through  Lafayette’s 
recommendation. 

(2)  Influence  upon  the  federal  constitution. 

2 Certain  aristocratic  and  democratic  tendencies  of  the 

earlier  constitutions. 

a Massachusetts  alone  submitted  her  constitution  for 
the  people’s  ratification. 

b Only  New  England  and  New  York  elected  governors 
by  popular  vote. 

c The  legislatures  possessed  more  power  than  the 
executives. 

d The  governor  deprived  of  the  veto  in  most  of  the 
states. 

3 The  retention  by  Rhode  Island  and  Connecticut  of  their 

colonial  charters  as  republican  constitutions. 


SYLLABUS  IN  HISTORY 


I3I 

G The  ordinance  of  1787;  America's  first  attempt  cU  territorial 
administration. 

1 Political  democracy  guaranteed. 

a Provision  for  gradually  acquiring  self-government. 
h Protection  of  the  writ  of  habeas  corpus,  and  of  trial 
by  jury. 

2 Social  democracy  guaranteed. 

a Freedom  of  worship. 
h Prohibition  of  slavery. 
c Encouragement  of  education. 

Map:  The  area  now  occupied  by  the  United  States  as  it 
was  in  178^. 

H The  Articles  of  Confederation;  our  first  experiment  in  a 
democratic  union  of  states  (1781-89). 

1 Lack  of  sympathy  among  the  states;  the  spirit  of 

particularism. 

2 Its  fatal  defects. 

a No  executive  head. 

^ No  power  of  taxation,  or  of  the  regulation  of  com- 
merce. 

c No  power  to  enforce  laws. 
d Impossibility  of  amending. 

3 Its  value  as  a preparatory  step  toward  closer  union. 

4 The  critical  period  of  American  history." 

a Differences  with  England  because  of  our  inability  to 
enforce  the  treaty  of  1783. 
b Interstate  quarrels. 
c Finances  and  currency. 
d Shays’s  rebellion. 

I The  adoption  of  the  Constitution  (1789).  Consult  Fiske: 
“ Critical  Period.” 

1 Federal  convention  (1787);  personnel;  influence  of 

Washington,  Franklin,  Madison. 

2 Study  of  the  preamble  (memorise  preamble) . 

3 Its  principles. 

a Strong  central  government,  a federation  (perpetual 
union  implied  rather  than  expressed). 
b Separation  of  powers. 
c Checks  and  balances. 

d The  unique  function  of  the  Supreme  Court. 

4 Its  three  great  compromises,  and  the  reasons  for  their 

adoption. 


5 


132 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


a The  two-house  legislature  — a conflict  between  large 
and  small  states. 

b Apportionment  of  taxation  and  representation  — a 
conflict  between  slave  and  free  states. 
c The  control  of  interstate  and  foreign  commerce  given 
to  the  central  government,  the  abolition  of  the  slave 
trade  definitely  provided  for  and  taxes  on  exports 
prohibited  — a conflict  between  commercial  and 
agricultural  interests. 

5 The  bill  of  rights,  its  origin,  adoption,  and  significance 

as  a protection  (a)  of  the  rights  of  the  individual 
citizen  against  the  federal  government;  (b)  of  the 
rights  of  states  against  the  federal  government. 

6 Struggle  for  adoption;  Hamilton,  the  Federalist. 

y The  greatness  of  the  constitution. 

a The  wisdom  of  the  fathers  in  utilizing  the  experience 
of  the  past. 

b Interpretation  of  Gladstone’s  tribute  to  the  consti- 
tution. 

8 Provisions  of  the  constitution  as  showing  (o)  the  aristo- 
cratic, conservative  tendencies  of  the  time;  (b)  the 
democratic,  progressive  tendencies  of  the  time. 

J The  great  contributions  to  the  success  of  the  new  democracy 
made  by  the  Federalist  party  (1789-1801). 

1 The  choice  of  Washington  as  our  first  president. 

2 The  organization  of  the  new  government. 

a The  creation  of  the  executive  departments. 
b The  organization  of  the  judiciary. 
c Washington’s  appointments  to  office. 

3 The  financial  policy  adopted  by  the  new  government 

guided  by  the  genius  of  Alexander  Hamilton, 
a The  principles  involved  in  (a)  the  funding  of  the 
foreign  and  domestic  debt;  {b)  the  assumption  of 
state  debts  (the  compromise  made  necessary)  ; 
(r)  the  excise  tax  (resulting  Whiskey  rebellion)  ; 
{d)  the  creation  of  the  United  States  Bank. 
b The  great  value  of  these  measures  in  strengthening 
the  new  democracy  both  at  home  and  abroad. 

4 The  forming  of  political  parties;  Federalists  and  early 

Republican  parties. 

a The  rise  of  the  two-party  system;  their  first  opposing 
principles. 


SYLLABUS  IN  HISTORY 


133 


b A comparison  of  their  great  leaders,  Hamilton  and 
Jefferson. 

c The  bitter  partisan  abuse  developing. 
d The  position  taken  by  Washington. 

5 Washington* s farewell  address,  as  a permanent  contribu- 

tion to  American  democratic  thought. 

6 Peace  secured  with  England,  France  and  Spain.  This 

topic  developed  in  more  detail  under  the  topic, 
“ Foreign  policy  of  the  United  States.’* 

y The  causes  of  the  downfall  of  the  Federalist  party. 

a Its  foreign  policy  leaning  toward  England,  rather 
than  France. 

b The  alien  and  sedition  acts ; pronounced  **  tyrannical 
and  unconstitutional  ” ; inspired  the  Virginia  and 
Kentucky  resolutions. 
c The  increased  taxation. 
d The  factional  strife  among  the  leaders. 
e The  growing  spirit  of  democracy  among  the  Ameri- 
can people. 

8 Judiciary  act  of  1801. 

Y.  The  triumph  of  the  early  Republican  party  under  Thomas 
Jefferson  (1801-9). 

1 The  character  and  ideals  of  the  founder. 

a As  a political  organizer:  comrade  and  fellow- worker 
of  the  people;  a shrewd  party  leader. 

^7  As  a radical  political  philosopher, 
c As  a statesman. 

2 The  election  of  Jefferson:  its  significance  as  “ the  revolu- 

tion of  1800”;  the  contest  in  Congress;  the  resulting 
twelfth  amendment. 

3 Jefferson* s policies  in  regard  to  (a)  the  civil  service; 

(b)  military  and  naval  expenditures;  (c)  finances:  the 
reduction  of  the  debt ; internal  revenue. 

4 The  Louisiana  purchase.  (See  III,  B.  3,  page  163.) 

a The  constitutional  question  involved;  liberal  inter- 
pretation becomes  a national,  rather  than  a party 
principle;  also,  a contribution  to  our  unwritten 
constitution. 

b The  future  home  of  liberal  democracy;  reasons. 
c The  opening  up  of  the  country  for  its  people:  the 
explorations  of  Pike  and  of  Lewis  and  Clark. 
d Influence  upon  slavery. 


134 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


L ''  Our  second  War  of  Independence/'  the  War  of  1812.  A war 
for  economic  and  commercial  freedom.  (See  III,  B, 
4,  5,  pages  163,  164.) 

1 The  rise  of  the  young  Republicans;  the  influence  of  the 

radical  West  upon  the  more  conservative  East. 

2 The  lack  of  national  unity,  shown  in  New  England’s  atti- 

tude toward  (a)  the  declaration  of  war;  {b)  the  use 
of  her  militia;  (c)  the  Hartford  convention. 

3 The  results. 

a A greater  national  unity. 

(1)  The  Democratic-Republican  party  becomes  a 

broad  construction  party. 

(2)  The  disappearance  of  the  Federalist  party. 

(3)  The  resulting  “Era  of  Good  Feeling,” 

(1817-25). 

h A new  national  spirit  showing  independence  of 
tradition,  and  of  foreign  criticism.  A new  type 
of  patriotism  develops. 

c America  becomes  industrially  independent ; the  rise 
of  the  factory  system;  the  protective  tariff  of  1816; 
rechartering  of  the  United  States  Bank  (for 
further  development,  see  economic  outline). 
d Stimulation  of  westward  movement. 

M The  Monroe  Doctrine;  the  United  States  becomes  the  cham- 
pion of  democracy  in  the  western  hemisphere  (1823). 
(See  III,  D.  page  165.) 

1 The  circumstances  leading  to  its  promulgation. 

a The  Quadruple  Alliance  and  the  South  American 
republics. 

h The  expansion  of  imperialistic  Russia  into  northern 
part  of  North  America. 

2 The  principles  proclaimed  in  Monroe's  message  (the 

disputed  authorship  of  the  message). 

3 Its  significance  as  a world  event  in  the  history  of  democ- 

racy. 

N The  rise  of  national  democracy  (1829-41). 

1 The  realignment  of  parties:  National  Republicans  and 

Jacksonian  Democrats  (1825,  1829). 

2 The  election  of  lackson:  a product  of  western  democracy. 

a His  character  and  previous  career. 


SYLLABUS  IN  HISTORY 


135 


h His  ideals  compared  with  those  of  Jefferson;  Jack- 
sonian vs.  Jeffersonian  democracy. 

3 The  Jacksonian  epoch. 

a Significant  democratic  changes;  acceptance  of  the 
principle  of  manhood  suffrage;  selection  of  presi- 
dential electors  by  popular  vote. 
b New  political  methods;  nomination  by  convention; 

the  campaign;  the  “machine”  and  the  “boss.” 
c Jackson  and  the  introduction  of  the  “spoils  system”; 

his  appointments  and  removals. 
d Jackson  and  the  “ nullification  ” principle. 

(1)  The  rise  of  the  “Nullification”  theory. 

(a)  Virginia  and  Kentucky  resolutions 

(1798-99). 

(b)  Hartford  convention  (1814). 

(c)  Georgia’s  defiance  of  the  federal  gov- 

ernment (1825-27). 

(2)  The  Webster-Hayne  debate  (i'6’jo). 

(a)  The  arguments  of  Webster  in  reply  to 
Ha>Tie. 

{b)  The  theories  from  a historical  and 
practical  standpoint. 

(3)  “The  tariff  of  abominations”  {1828). 

(a)  The  reasons  for  passing  it;  Calhoun’s 
exposition  and  protest  (1828). 

(&)  South  Carolina’s  nullification  (1832). 
(c)  Jackson’s  characteristic  action;  the 
Force  bill  (1833). 

(4)  The  compromise  tariff  of  18 

e Jackson  and  the  overthrow  of  the  United  States 
Bank.  (See  IV,  D,  i,  page  178.) 

(1)  Causes  of  Jackson’s  hostility  to  the  bank. 

(2)  Jackson’s  attack  on  the  bank. 

(3)  The  removal  of  the  deposits : the  “ pet  banks.” 

(4)  Jacksonian  policy  continued  under  Van 

Buren;  the  independent  treasury. 

O The  great  westward  movement  (1812-30)  following  the  War 
of  1812. 

I ^ts  many  causes:  the  blockade,  the  agricultural  advan- 
tages, the  liberal  government  land  policy,  desire  for 
greater  political  freedom,  native  restlessness,  slavery. 


136  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

2  Its  results. 

a Internal  improvements : the  Cumberland  road,  the 
Erie  canal. 

b Strengthening  of  the  spirit  of  nationalism. 
c Rapid  admission  of  new  states. 
d More  democratic  development  of  the  western  state 
institutions. 

e A new  race  developing  rapidly  — the  American  type. 
Map:  United  States  in  1825,  showing  leading  roads  and 
waterways. 

F The  development  of  our  federal  court  system,  during  the 
period  from  1800  to  i82g. 

1 The  importance  of  the  appointment  of  John  Marshall  to 

the  Supreme  Court  (1801). 

2 The  early  uses  of  the  power  of  impeachment,  their  value 

in  strengthening  the  judiciary  and  in  strengthening  the 
power  of  popular  government. 

3 The  rapid  growth  of  the  implied  powers  of  the  consti- 

tution under  Supreme  Court  decisions  — a great 
nationalizing  influence. 
a Marbury  vs.  Madison. 
h McCulloch  vs.  Maryland. 
c Gibbons  vs.  Ogden. 

Q The  beginning  of  slavery  as  a national  question  (1820). 

1 The  attitude  of  the  nation  on  this  question  in  178^,  as 

shown  (o)  in  the  constitutional  convention;  {b)  in  the 
country  at  large. 

2 The  influence  of  the  industrial  revolution;  the  cotton  gin 

1793. 

3 Slavery  previous  to  1820. 

4 The  first  great  national  crisis  on  the  slavery  issue  (1820). 

a The  desire  of  Missouri  to  be  admitted  as  a slave 
state. 

b Opposition  in  the  North;  economic  rather  than  moral 
reasons  predominating;  free  labor  vs.  slave  labor. 
c The  Missouri  Compromise. 

R The  ex'tension  of  slavery  becoming  the  great  moral  issue  of 
democracy  (1841-60). 

I The  rise  of  the  abolition  movement. 

a William  Lloyd  Garrison  and  the  founding  of  th : 
Liberator**  (1831). 


SYLLABUS  IN  HISTORY 


137 


h Moh  violence  in  the  North  against  the  abolitionists ; 
the  martyrdom  of  Love  joy. 

c Slavery  petitions  in  Congress  (1836-37)  ; gag-reso- 
olutions'*]  the  attitude  of  Calhoun  and  of  J.  Q. 
Adams. 

d The  influence  of  the  abolitionists  in  arousing  public 
opinion  on  the  moral  issue  of  slavery: 

(1)  Attitude ‘of  the  Quakers. 

(2)  Discord  within  the  churches. 

e Literature  of  the  movement;  the  poems  of  Whittier 
and  of  Lowell ; the  orations  of  Phillips. 

2 Southern  desire  for  more  slave  territory;  economic  and 

political  reasons. 

Map:  United  States  east  of  the  Mississippi,  showing  dates 
when  each  state  adopted  manhood  suffrage. 

3 The  rapid  acquisition  of  territory  by  the  United  States 

in  this  period,  bringing  the  question  of  slavery-exten- 
sion vitally  before  the  nation.  (For  details,  see  topic 
on  the  “ Foreign  relations  of  the  United  States.’^) 
a The  annexation  of  Texas  (1845). 
b The  Oregon  Treaty  (1846). 
c The  treaty  following  the  Mexican  War  (1848). 

4 The  Wilmot  proviso,  “the  turning  point  in  the  history 

of  slavery.*’ 

5 The  election  of  1848,  a time  of  political  confusion;  the 

position  of  the  various  parties  on  the  slavery  question. 

6 The  question  of  slavery  extension  approaches  its  crisis. 

“An  irrepressible  conflict  between  opposing  and  endur- 
ing forces.” — William  H.  Seward, 
a The  Compromise  of  1850  and  its  results,  particularly 
with  reference  to  fugitive  slaves  and  the  Missouri 
compromise ; great  debate  in  the  Senate. 
b The  election  of  18^2;  reason  for  the  success  of  the 
Democrats. 

c The  Kansas-N ebraska  bill  and  the  struggle  for  Kan- 
sas; ''popular  sovereignty*'  (1854-61). 
d The  election  of  1856;  the  organization  of  the  Repub- 
lican party  founded  on  a great  moral  issue, 
e The  Dred-Scott  decision  (1857)  i pronouncement  that 
slave  holders  could  take  their  human  chattels  into 
any  territory. 


138  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

f The  Lincoln-Douglas  debates,  18 j8;  Lincoln’s  atti- 
tude toward  (i)  enforcement  of  the  fugitive-slave 
law ; (2)  slavery  within  the  states. 
g The  John  Brown  raid. 

h The  influence  of  Uncle  Tom's  Cabin,  Helper's 
Impending  Crisis"  and  Seward's  Higher 
Law"  doctrine. 

7 The  election  of  Abraham  Lincoln  (i860). 

a Lincoln's  early  career  and  qualifications  for  his  great 
task. 

b Reasons  for  his  nomination  and  election. 

Note:  Emphasize  Lincoln’s  campaign  speeches; 
Cooper  Union  address  typical. 

S The  secession  movement  (1860-61). 

1 Attitude  of  the  Secessionists  (i860). 

a Their  grievances. 

b The  attitude  of  their  leaders;  their  political  ambi- 
tions; no  compromise;  threats  of  secession  before 
the  election  of  Lincoln. 
c Their  arguments  defending  secession. 

2 Attitude  of  the  Unionists  (i860). 

a Their  grievances;  their  failure  to  appreciate  the 
southern  economic  problem. 
b Their  arguments  against  the  right  of  secession. 

3 The  two  fundamental  causes  of  secession:  (a)  the  system 

of  slavery,  (b)  the  doctrine  of  state  sovereignty. 

4 Attempts  at  compromise  after  Lincoln’s  election. 

5 The  secession  of  South  Carolina  and  six  other  states 

before  Lincoln's  inauguration ; failure  of  the  North  to 
realize  the  gravity  of  the  situation. 

T The  Civil  War  (1861-65);  the  second  ''critical  period"  of 
our  history. 

1 Preliminaries  of  the  great  struggle. 

• a Lincoln’s  selection  of  his  advisers. 
b The  activities  of  the  South. 

c The  fall  of  Fort  Sumter  and  Lincoln’s  first  call  for 
volunteers ; the  effects  on  the  North  and  the  South. 
d The  indecision  of  the  “ border  states.” 
e The  formation  of  the  confederate  government ; the 
states  which  finally  joined  the  Confederacy. 

2 Comparison  of  the  resources  and  strength  of  the  com- 

batants. 


SYLLABUS  IN  HISTORY 


139 


a Advantages  of  the  North. 

(1)  A long-established  government. 

(2)  Population,  wealth,  natural  resources,  manu- 

factures, railroads. 

(3)  Free  labor,  immigration  (contrast  with  slave 

labor  in  the  South). 

(4)  Great  leaders:  Lincoln,  Seward,  Grant,  Chase. 
b Advantages  of  the  South. 

(1)  Unity  of  feeling. 

(2)  Topography  of  the  theater  of  war. 

(3)  Previous  military  training  of  leaders. 

(4)  Sympathy  of  European  governments. 

(5)  Great  leaders:  Lee,  Stephens,  Stonewall 

Jackson. 

Progress  of  the  strife. 

a The  opening  events  of  1861. 

(1)  The  Battle  of  Bull  Run. 

(2)  The  Trent  affair. 
h The  campaign  of  1862. 

(1)  In  the  West. 

(a)  Opening  of  the  upper  Mississippi; 
Forts  Henry  and  Donelson;  Shiloh; 
Corinth. 

{h)  Opening  of  the  lower  Mississippi; 
New  Orleans. 

(2)  In  the  East. 

(a)  The  Peninsular  campaign. 

{h)  The  first  attempt  to  transfer  the  war 
to  the  North:  Antietam,  Fredericks- 
burg. 

c The  Emancipation  Proclamation  (^January  186^). 

(1)  Events  leading  to  emancipation. 

(2)  Lincoln’s  position  on  the  slavery  question; 

his  “ paramount  object.” 

(3)  Limitations  as  to  area  and  time. 

(4)  Its  results  as  a war  measure;  influence  on 

English  sentiment. 

d The  further  use  of  his  war  powers  by  the  President. 

(1)  The  suspension  of  the  right  of  habeas  corpus. 

(2)  The  commandeering  of  railroad  property. 


140 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


(3)  The  censorship  of  the  telegraph  and  of  the 
press. 

e The  crisis  of  i86j. 

(1)  In  the  East:  failure  of  the  second  attempt  to 

transfer  the  war  into  the  North;  Chancel- 
lorsville,  Gettysburg. 

(2)  In  the  West:  opening  of  the  central  Missis- 

sippi, Vicksburg;  control  of  eastern  Ten- 
nessee; Chickamauga,  Chattanooga. 
f The  fight  on  the  sea. 

(1)  Policy  of  privateering  inaugurated  by  the 

South:  results. 

(2)  Establishment  of  a blockade  by  the  North: 

results. 

(3)  The  fight  between  the  Monitor  and  the  Mer- 

rimac  (1862). 

(4)  The  career  of  the  Alabama;  its  sinking  by  the 

Kearsarge  (1864). 

(5)  The  capture  of  Mobile  bay  (1864). 
g The  campaign  of  1864. 

(1)  Union  victories  in  the  East. 

(a)  Grant's  campaign  against  Richmond. 
{h)  Sheridan  in  the  Shenandoah  valley. 

(2)  Other  Union  victories. 

(a)  Sherman’s  march  “ from  Atlanta  to 
the  Sea.” 

{b)  Thomas’s  campaign  against  Hood,  its 
importance. 

h The  end;  the  Surrender  of  Lee  at  Appomattox ; the 
generous  terms  (1865). 

4 The  results, 

a The  cost:  (i)  in  health,  life,  wealth;  (2)  in  the 
murder  of  Lincoln. 
h The  results: 

( 1 ) Changes  in  the  written  constitution : amend- 

ments 13,  14,  15. 

(2)  Changes  in  the  unwritten  constitution:  war 

powers  of  the  President,  new  powers  as- 
sumed by  Congress  (greenbacks  etc.). 

(3)  Political  results:  end  of  secession  doctrine. 


SYLLABUS  IN  HISTORY 


I4I 

triumph  of  nationalism,  Republican  party 
comes  into  power,  “ the  Solid  South/’ 

(4)  Economic  results : protective  tariff,  banking 

act  of  1863,  greenbacks,  the  New  South. 
(See  IV,  Economic  Development  of  the 
United  States.) 

(5)  Social  results:  abolition  of  slavery,  moral 

effects  of  the  struggle,  the  human  sacrifice 
as  a loss  to  civilization. 

5 Lincoln,  the  ideal  American;  an  interpreter  af  the  Ameri- 
can spirit. 

a His  personality:  (i)  Physical  appearance,  (2) 
political  sagacity,  (3)  charity,  (4)  simplicity, 
(5)  sense  of  humor,  (6)  keen  judgment  of 
human  nature,  (7)  faith  in  a higher  power. 
h His  conception  of  government:  belief  in  (i)  a 
responsive  and  responsible  government,  (2)  sacred- 
ness of  obedience  to  law,  (3)  the  inviolability 
of  the  Union. 

c His  attitude  toward  society:  (i)  respect  for  the 
common  man,  (2)  equality  and  brotherhood  of 
man. 

Map:  United  States  1861-65,  showing  free  states,  loyal 
slave  states  and  the  Confederacy.  Campaigns  of  the 
Civil  War. 

U Reconstruction  Period:  problems,  national  and  sectional,  1865- 
1877. 

1 A statement  of  the  problems  of  reconstruction. 

a The  question  of  the  * constitutional  status  of  the 
seceded  states. 

b Provision  for  the  political  status  and  welfare  of  the 
emancipated  negro. 

2 A statement  of  the  principles  and  policies  of  reconstruc- 

tion as  advocated  by  Lincoln;  by  Johnson;  by  Congress. 
(Contrast  the  attitude  of  Grant  and  Lincoln,  with  that 
of  the  majority  in  Congress.) 

'3  The  actual  process  of  reconstruction, 
a The  steps  taken  in  the  process. 
b The  conflict  between  President  Johnson  and  Con- 
gress. 


142 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


c The  thirteenth,  fourteenth  and  fifteenth  amendments 
and  their  relation  to  reconstruction. 

4 The  struggle  of  the  South  for  white  supremacy.  . 

a Conditions  leading  to  organized  lawlessness  in  the 
South. 

(1)  The  military  reconstruction. 

(2)  The  freedman  and  the  ballot  — the  premature 

gift  of  democracy  in  the  hands  of  the  unpre- 
pared negro. 

(3)  The  “carpet-bag”  government. 

h The  Ku  Klux  Klan:  purpose,  expansion,  methods, 
dissolution,  and  later  history. 
c The  force  bills  (1870,  1871). 
d The  return  to  control  of  the  southern  whites. 

(1)  The  general  amnesty  act. 

(2)  The  intimidation  of  negro  voters. 

(3)  Restoration  of  home  rule  (1870-77)  and  final 

withdrawal  of  troops  by  Hayes  (1877). 

5 Southern  problems  resulting  from  the  reconstruction 

policy. 

a The  race  question  in  politics ; “ the  solid  South.” 
b Effort  to  revise  the  state  constitutions  so  as  to 
restrict  negro  franchise. 

6 Other  national  problems  of  the  reconstruction  period 

(1865-77). 

a Financial  reorganization;  industrial  adjustment. 
(See  also  the  outline  on  economic  development.) 

(1)  Reduction  of  the  debt. 

(2)  Lowering  of  the  tariff. 

(3)  Retirement  of  the  greenbacks;  question  of 

resumption  of  specie  payment  (1879). 

(4)  The  panic  of  1873. 

b Diplomatic  adjustments  following  the  war.  (See 
III,  I,  page  166.) 

(1)  The  problem  of  French  control  in  Mexico. 

(2)  The  settlement  of  difficulties  with  England. 

c The  party  situation;  and  growing  political  corruption. 
( I ) The  party  situation  immediately  following  the 
war. 

(a)  The  demoralization  of  the  Democratic 
party  due  to  the  slavery  contest  and 
the  Civil  War. 


SYLLABUS  IN  HISTORY 


143 


{h)  The  sources  of  strength  of  the  Repub- 
lican party  at  this  time. 

(2)  Corruption  in  public  affairs,  national,  state 

and  city. 

(o)  The  general  causes:  the  logical  result 
of  the  development  of  the  “ spoils 
system  ” ; and  the  temporary  result 
of  the  distraction  of  war,  of  the 
reconstruction  period,  and  of  indus- 
trial expansion. 

{h)  The  special  case  of  the  large  northern 
cities:  their  rapid  growth;  the  fran- 
chise evil;  the  Tweed  ring  in  New 
York;  the  Philadelphia  gas  ring. 

(c)  The  railroad  boom  and  the  politicians. 

(3)  Democratic  victories  in  the  election  of  1874. 

(4)  The  disputed  election  of  1876. 

V The  reunited  nation  at  the  dawn  of  a new  era;  the  gradual 
awakening  to  the  need  of  reform  in  our  industrial  and 
political  democracy  (1877-98). 

1 The  transition  time  (1877-85). 

a Characteristics  of  the  period  (the  administrations  of 

Hayes,  Garfield  and  Arthur). 

(1)  The  party  situation;  the  disappearance  of  old 

issues ; looseness  of  party  lines ; factional 
strife. 

(2)  Eight  years  of  comparative  inaction. 
h The  crisis  election  of  1884. 

(1)  The  demand  of  the  times  for  reform;  the 

Mugwump  movement ; the  Prohibitionists. 

(2)  The  careers  and  characters  of  the  two  nomi- 

nees, Blaine  and  Cleveland ; character  of 
the  campaign. 

(3)  Significance  of  Cleveland’s  election. 

2 Civil  service  reform. 

a Review  the  development  of  the  ''  spoils  system  ” and 

its  resulting  evils. 

b The  failure  of  the  attempt  at  reform  under  Grant; 


reasons. 


THE  UNIVERSITY  OF  THE  S^ATE  OF  NEW  YORK 

c The  Pendleton  act  and  establishment  of  the  Civil 
Service  Commission  (1883)  ; effects  of  the  Blaine- 
Conkling  feud  and  murder  of  Garfield. 
d The  steady  progress  of  the  reform  after  1883;  the 
special  work  of  Cleveland  and  Roosevelt;  munici- 
pal and  state  civil  service  reform. 
e Present  civil  service  laws;  their  value  and  defects. 
Greater  development  of  civil  service  in  Great 
Britain. 

3 The  movement  for  ballot  reform  throughout  the  country. 

(See  also  the  outline  on  government  development.) 
a The  old  way  of  voting  and  its  attendant  evils. 
b The  adoption  of  the  “Australian”  ballot;  the  use  of 
the  voting  machine. 

c “ Corrupt  practices  ” acts  passed  by  various  states. 
d Agitation  for  primary  reform  and  the  short  ballot. 

4 Reforms  relating  to  the  office  of  President. 

a The  passing  of  the  presidential  succession  act  and 
of  the  electoral  count  act. 
b The  repeal  of  the  tenure  of  office  act. 
c Revival  of  the  power  of  the  executive  under  Cleve- 
land, and  its  growth  under  Roosevelt  and  Wilson. 

5 The  beginning  of  economic  reform;  tariff;  currency; 

trusts;  labor  organizations.  (The  teacher  should  dis- 
cuss the  subjects  only  briefly  here,  simply  using  them 
to  show  the  trend  of  democratic  thought  and  action 
at  the  period.  The  detailed  discussion  should  be  left 
for  the  outline  on  economic  development.) 
a The  tariff. 

(1)  The  problem  of  reducing  the  war  tariff. 

(2)  Cleveland  and  the  tariff. 

(3)  The  triumph  of  protectionism  (1888-90,  the 

Harrison  administration). 

(а)  Character  and  methods  of  the  victo- 

rious party;  dominance  of  the  “ma- 
chine ” politicians ; the  methods  of 
Speaker  Reed. 

(б)  The  McKinley  tariff  (1890)  ; the 

reduction  of  revenue  without  the 
sacrifice  of  protection;  the  reci- 
procity clause. 


SYLLABUS  IN  HISTORY 


145 


(4)  The  reaction  of  sentiment  on  the  tariff  (1892). 

(a)  The  election  of  Cleveland  on  the  tariff 

issue. 

(b)  The  Wilson-Gorman  act,  its  enact- 

ment without  Cleveland’s  signature''. 

(c)  The  loss  of  revenue  resulting  from 

the  lowering  of  the  tariff. 

(5)  The  Dingley  act  (1897);  its  character  (the 

McKinley  administration). 

(6)  The  tariff  question  at  the  close  of  this  period 

(1898). 

(a)  One  section  of  the  people  maintained 

that  the  high  protective  tariff  helped 
to  increase  the  power  of  the  trusts 
and  to  raise  the  cost  of  living. 

(b)  Another  part  of  the  people  argued 

that  high  protection  insured  the 
country’s  prosperity  and  kept  wages 
high. 

b Currency  reform. 

(i)  A brief  summary  of  the  movement  for 
inflation  of  the  currency  (1873-96). 

(a)  The  causes. 

(b)  The  greenback  movement. 

(c)  Beginning  of  the  free-silver  movement: 

history  of  the  silver  dollar  up  to 
1873;  the  “crime  of  1873”;  the 
demand  for  “ free-coinage  ” ; the 
Bland- Allison  act  (1878). 

(d)  The  Sherman  silver  purchase  act 

(1890);  purpose;  results. 

(e)  The  panic  of  1893;  causes,  foreign  and 

domestic. 

(/)  The  repeal  of  the  Sherman  act;  value. 
(2)  The  Bryan-McKinley  campaign  (1896). 

(7)  The  proposal  for  the  unlimited  coin 
age  of  silver  at  a ratio  of  16  to  i. 
[b)  The  spectacular  features  of  the 
campaign : “ You  shall  not  pres? 

down  upon  the  brow  of  labor  this 
crown  of  thorns.  You  shall  no^ 


146 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


crucify  mankind  upon  a cross  of 
gold/'’ — William  J.  Bryan. 

{c)  The  abandonment  of  party  lines  for 
sectional  voting. 

(3)  The  financial  law  of  1900;  triumph  of  the 
gold  standard;  the  disappearance  of  the 
silver  issue. 
c The  trusts. 

(1)  The  rise  of  capitalistic  combinations,  rail- 

roads and  manufacturers ; causes  and  results. 

(2)  The  oldest  of  the  so-called  trusts,  the 

Standard  Oil  Company,  1882. 

(3)  The  beginning  of  the  fight  against  the  trusts. 

(a)  The  Interstate  Commerce  Commission 

(1887). 

(b)  The  Sherman  antitrust  law  (1890). 

(4)  Situation  at  the  close  of  this  period;  the 

ineffectiveness  of  these  laws  for  many 
years. 

“ Few  measures  have  received  so  much  earnest  and  discriminating  atten- 
tion from  Congress ; none  have  been  more  consistently  upheld  by  the  courts. 
But  for  a long  time  the  executive  branch  failed  to  supply  the  needed  push.” 
— Ogg:  National  Progress. 

d Labor  organization. 

(1)  Beginning  of  labor  organization  in  the  United 

States ; causes ; purpose. 

(2)  The  rise  to  power  of  the  American  Federation 

of  Labor  about  1886. 

(3)  Strikes;  the  first  great  strike;  the  railroad 

strike  of  1877;  the  growing  evil. 

(4)  The  question  raised  by  the  Pullman  strike 

(1894). 

(5)  The  Erdman  arbitration  act  (1898);  its  fair 

success. 

W The  rise  of  our  colonial  empire.  (Influence  of  ordinance  of 
1787,  page  131.) 

I The  beginning  of  our  colonial  empire. 

a Our  first  possessions  outside  of  the  present  boundaries 
of  the  United  States.  (For  details,  see  the  outline 
on  Foreign  relations,  page  167.) 

(1)  Alaska,  acquired  1867. 

(2)  The  Tutuila  islands,  acquired  1878-99. 

No  definite  colonial  policy  until  1898. 


SYLLABUS  IN  HISTORY 


147 


2 The  place  of  the  S panish- American  War  i8p8  in  the 
development  of  American  democracy.  (For  details 
of  the  war,  see  outline  on  Foreign  relations.) 
a Its  significance  as  a war  for  the  protection  of  the 
human  rights  of  an  oppressed  neighbor, 
b The  protest  by  a part  of  the  people  that  the  results 
of  the  war  made  the  United  States  an  imperialistic 
nation. 

c The  abandonment  of  our  policy  of  isolation, 
d The  development  of  a democratic  colonial  policy. 

^ The  policy  toward  territories  and  dependencies  as 
adopted  by  the  United  States  after  i8p8. 
a The  governmental  questions  involved. 

(1)  The  constitutional  basis  of  the  control  of  this 

empire. 

(a)  Power  of  Congress  to  “dispose  of  and 
make  all  needful  rules  and  regula- 
tions respecting  the  territory  or  other 
property  of  the  United  States.” 

{b)  The  authority  which  Congress  exer- 
cised as  part  of  national  sovereignty 
to  acquire  territory. 

(2)  The  constitutional  question:  “does  the  Con- 

stitution follow  the  flag?” 

(3)  The  location  of  the  administrative  authority. 

(a)  “ In  the  early  stages  of  our  colonial 
policy  the  President  was  practically 
the  dictator  of  colonial  administra- 
tion.”— Young. 

{b)  Note  the  efficient  and  progressive  ad- 
ministration throughout  those  earlier 
stages. 

(4)  The  granting  of  self-government. 

(a)  The  problem  rendered  complicated  by 
the  different  grades  and  types  oi 
civilization  involved. 

{b)  The  difference  of  opinion  on  this  ques 
tion  in  the  Democratic  and  Repub 
lican  parties. 

b The  granting  of  territorial  government  to  Hawai,, 
Alaska  and  Porto  Rico.  (For  details  of  acquisi- 
tion, see  outline  on  Foreign  relations.) 


148  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

(1)  Alaska. 

(o)  The  i our  earliest  govern- 

ment. 

(b)  The  disv^overy  of  gold  (1898)  ; the 

coTfeJitry’s  rapid  growth. 

(c)  The  government’s  efforts  to  protect  its 

resources  from  speculators;  govern- 
ment ownership  and  operation  of 
railroads  in  Alaska. 

(d)  Its  formal  organization  as  a United 

States  territory;  present  conditions. 

(2)  Hawaii. 

(a)  Its  annexation  in  1898;  cause.  (For 

details  of  controversy  preceding  an- 
nexation, see  outline  on  Foreign 
relations ; and  note  in  this  connection 
the  “ cry  against  imperialism  ’’  in 
Cleveland’s  time.) 

(b)  Its  organization  as  United  States  terri- 

tory with  citizenship  (1900). 

(3)  Porto  Rico  (1898). 

(o)  Partial  self-government  (1900). 

{b)  Legislature  fully  elected  by  the  people, 
universal  manhood  suffrage,  and 
American  citizenship  granted  (1917). 
c Our  colonial  policy  in  the  Philippines  (1898). 

(i)  The  Philippine  islands  (1898). 

(a)  The  pacification  and  civilizing  of  the 
natives. 

{b)  The  establishment  of  material  pros- 
perity ; good  roads,  city  improve- 
ments, artesian  wells,  harbors  etc. 

(c)  The  establishment  of  an  educational 

system,  “ perhaps  our  most  im- 
portant work  from  the  viewpoint  of 
a democratic  colonial  policy.” — 
Flick. 

(d)  The  organization  of  a judicial  system; 

of  a sound  financial  system;  of  pro- 
gressive local  government. 


SYLLABUS  IN  HISTORY 


149 


(e)  The  central  government  as  first  estab- 
lished ; the  later  progress  toward 
self-government. 

(/)  The  question  of  the  granting  of  inde- 
pendence; the  problem  involved. 
d The  Panama  Canal  Zone:  the  type  of  government 
established;  special  reasons, 
e Our  policy  of  protectorates. 

(1)  What  the  term  implies;  Cuba,  Panama  and 

Nicaragua  virtual  protectorates. 

(2)  Cuba. 

(a)  The  governmental  and  military  rela- 
tions of  the  United  States  and  Cuba 
since  1898. 

{h)  The  policy  of  reciprocity  established 

(1903)- 

(r)  The  problem  of  the  future. 

(3)  Panama  and  Nicaragua:  cause. 

(4)  Santo  Domingo  (1907)  and  Haiti  (1916); 

financial  supervision;  police  control. 

(5)  The  question  as  to  how  far  a policy  of  pro- 

tectorates may  be  democratic. 
f Our  Caribbean  sea  policy  as  it  relates  to  our  colonial 
empire.  (For  details,  see  outline  oln  Foreign 
relations,  pages  169,  170.) 

(1)  A brief  summary  of  the  events  connected 

with  the  establishment  of  our  control  of  the 
Caribbean  sea. 

(2)  Its  democratic  and  imperialistic  phases. 

Map : The  Caribbean  sea  and  its  shores  showing  American 

possessions  and  protectorates. 

X The  United  States  in  its  relations  with  the  American  continents. 
i The  development  of  our  Monroe  Doctrine  in  its  relation 
to  democratic  ideals. 

a Elements,  both  of  self-interest  and  brotherhood, 
involved  in  the  establishment  of  the  Monroe 
Doctrine. 

b The  imperialistic  tendencies  read  into  it  before  i860. 

(1)  The  doctrines  of  “paramount  interest”  and 

of  “manifest  destiny.” 

(2)  Sectional  interests  affecting  it;  our  desire  for 

Cuba;  the  Ostend  manifesto  (1854). 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


c The  preservation  of  the  Latin-American  republics 
through  our  enforcement  of  it  with  the  silent  aid 
of  the  good  will  of  England  and  her  navy.  (For 
important  instances  of  the  application  of  the  Mon- 
roe Doctrine  since  1823,  see  outline  on  Foreign 
relations,  pages  165,  168.) 

d The  present-day  tendency  to  extend  the  principles 
of  the  Monroe  Doctrine. 

(i;  Its  retention  as  originally  understood,  for 
application  to  the  less  developed  countries 
of  Latin  America. 

(2)  The  substitution  of  a Pan-American  doctrine 
in  our  relation  to  the  leading  countries  of 
Latin  America;  the  fraternal  rather  than 
the  paternal  idea. 

(Note  in  this  connection,  President  Wil- 
son’s request  for  Pan-American  coop- 
eration in  helping  him  to  solve  the 
Mexican  problem  of  1914-16.) 

2 Mexico  and  the  United  States. 

a A brief  summary  of  the  history  of  Mexico’s  rela- 
tions with  the  United  States,  and  the  present  situ- 
ation. (For  details,  see  the  outline  on  Foreign 
relations,  pages  166-67.) 

b The  conflicting  American  opinion  concerning  the 
value  of 

(1)  The  policy  of  noninterference,  or  of  “watch- 

ful waiting  ” as  adopted  by  the  Wilson  ad- 
ministration. 

(2)  The  imperialistic  policy  of  a protectorate. 

Y The  United  States  in  its  relations  with  the  East.  (For  histori- 
cal details,  see  outline  on  Foreign  relations,  pages 
167-68.) 

I Our  pride  in 

a The  restoration  of  the  indemnity  to  China  after  the 
Boxer  revolt. 

b The  “ open-door  ” policy  of  John  Hay. 
c The  opening  up  of  Japan  to  western  civilization, 
d The  agreement  with  Japan  about  immigration, 
e Our  successful  mediation  in  the  Russo-Japanese 
War. 


SYLLABUS  IN  HISTORY 


I5I 


2 Our  conservative  attitude  as  shown  in 
a The  Chinese  exclusion  act. 

b The  refusal  of  the  privilege  of  naturalization  to 
Asiatics. 

c The  laws  against  the  Japanese  passed  by  the  state 
of  California. 

Map:  The  Pacific  ocean  showing  trade  routes. 

Z The  United  States  in  the  early  years  of  the  twentieth  century 

(1901-17)- 

1 General  characteristics  of  the  period. 

“ It  was  a time  of  national  restlessness  and  awakening,  of  sham  reaction 
against  the  old  order  of  business,  politics,  and  government  which  was  fast- 
ened upon  the  preoccupied  and  unsuspecting  nation  in  the  great  epoch  of 
material  prosperity  from  the  late  seventies  to  i8go,”  — Ogg. 

2 The  character  of  the  old  order  against  which  the  aroused 

public  opinion  was  rebelling. 

“ The  rise  of  powerful  industrial  and  commercial  corporations ; control 
of  government  by  these  corporations  rather  than  by  the  people;  shaping 
public  policies  and  decisions  of  public  questions  under  the  impetus  of 
business  considerations,  with  only  now  and  then  a touch  of  idealism;  pre- 
valence of  and  indifference  to  corruption;  smug  materialism  which  saw  little 
to  be  aimed  at  or  hoped  for  save  immediate  well-being  measurable  in  dollars 
and  cents." — Ogg. 

3 Roosevelt.  (1901-9). 

a His  early  career;  his  personality 
b His  work  for  civil  service  reform 

(1)  The  many  positions  placed  under  the  Civil 

Service  Commission. 

(2)  The  punishment  of  “ grafters.” 

(3)  The  reform  of  the  consular  service. 

c The  stimulation  to  the  conservation  movement 
under  his  leadership.  (For  further  discussion, 
see  outline  on  Economic  development.) 

(1)  The  reclamation  of  arid  and  swamp  lands, 

and  the  building  of  huge  reservoir  dams. 

(2)  The  encouragement  of  agriculture;  country 

life  commission. 

(3)  The  increase  in  the  number  of  national  parks 

and  forest  reserves. 

(4)  The  law  for  the  preservation  of  Niagara 

Falls. 

(5)  The  pure  food  law  (the  conservation  of 

human  life). 


152 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORI. 


(6)  The  withdrawal  from  sale  of  a vast  amount 

of  coal  lands  by  executive  order. 

(7)  The  detection  and  punishment  of  widespread 

land  frauds. 

(8)  His  project  for  the  conservation  of  water- 

ways ; the  Inland  Waterways  Commission 
(1907). 

“ Our  magnificent  river  system,  with  its  superb  possibilities  for  public 
usefulness,  was  dealt  with  by  the  national  government,  not  as  a unit,  but 
as  a disconnected  series  of  pork-barrel  proMems,  whose  only  real  interest 
was  the  effect  on  the  reelection  or  defeat  of  a congressman  here  and  there.” 
— Roosevelt. 

(9)  His  effort  to  get  state  cooperation  in  the  con- 

servation movement;  the  calling  of  the 
national  conference  of  state  governors. 
d The  war  on  the  tntsts  becomes  a great  national 
movement.  (For  further  discussion,  see  outline 
on  Economic  development.) 

(11)  Review  the  beginning  of  this  struggle,  and 
note  again  the  point  made,  that  the  great 
need  was  for  a forceful  executive  who  would 
undertake  this  task. 

(2)  The  strengthening  of  the  Interstate  Com- 

merce Commission;  the  right  to  fix  rates, 
etc. 

(3)  The  antitrust  investigations  and, suits. 

(4)  The  growing  discussion  among  the  people  as 

to  whether  monopolies  should  be  regulated 
or  destroyed;  the  stand  taken  by  the  two 
leading  political  parties. 

“ The  great  service  of  Roosevelt  in  dealing  with  corporations  was  not 
the  galvanizing  of  the  Sherman  law  into  life,  nor  yet  the  securing  of  new 
legislation,  but  the  bringing  of  the  people  to  the  view,  hitherto  but  imper- 
fectly conceived,  that  capitalistic  combination  is  not  an  evil  per  se,  and  that 
any  proper  system  of  restraint  must  be  continually  readapted  to  changing 
economic  conditions.” — Ogg. 

e The  question  of  the  position  of  labor  organization  in 
the  public  life  of  the  nation. 

(1)  The  great  anthracite  coal  strike,  1902;  the 

action  taken  by  President  Roosevelt. 

(2)  The  establishment  of  the  Department  of  Com- 

merce and  Labor  (1903).  (Call  attention 
to  the  earlier  creation  of  a Department  of 
Agriculture  (1889).) 


SYLLABUS  IN  HISTORY 


153 


(3)  The  changing  policy  of  the  American  Feder- 
ation of  Labor. 

(a)  Its  definite  entrance  into  the  field  of 

politics  (1906). 

(b)  Cause  of  this  action;  its  effort  to 

legalize  the  boycott,  and  to  restrict 
the  use  of  the  injunction. 

(c)  The  question  before  the  people  to 

decide,  the  exact  legal  status  of  or- 
ganized labor.  (Call  attention  here 
to  the  position  of  organized  labor  in 
English  politics.) 

/ A summary  of  Roosevelt's  services  as  President. 

His  influence  on  our  foreign  and  colonial  policy, 
on  American  thought  and  ideals  and  as  a 
party  leader. 

4 The  Taft  administration;  a period  of  Congressional 
leadership  (1909-13). 

a Attempts  to  carry  out  Roosevelt's  policies. 

Railroad  legislation. 

(1)  Mann-Elkins  act,  1910. 

(2)  Physical  valuation  of  railroads,  1913. 

(3)  Railroads  divorced  from  competing  water 

carriers,  1912. 

h The  President’s  views  on  trusts  and  his  trust  prose- 
cutions. 

(1)  The  Sherman  law  should  be  upheld;  but 

should  be  supplemented  by  a system  of  vol- 
untary federal  incorporation. 

(2)  Judicial  decisions  in  test  cases. 

(o)  Standard  Oil  Co.  decision,  1911. 

(h)  American  Tobacco  Co.,  1911. 
c Attitude  on  judicial  appointments;  conservati -m. 
d Conservation. 

(1)  Surface  title  separated  from  title  of  under- 

lying minerals. 

(2)  Appalachian  Forest  Reserve  act,  1911. 

The  movement  toward  economic  reform,  1902-13 ; 
reform  legislation. 


154 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


(i)  Postal  savings  bank  system,  1910. 

(2j  Parcels  post,  1912. 

(3)  Department  of  labor  established,  1913. 

(4)  Children’s  bureau  established,  1911. 

f Taft’s  foreign  policy;  dominated  by  desire  to  pro- 
mote peace  and  international  good  will. 

(1)  Attempted  reciprocity  with  Canada,  1911. 

(2)  Arbitration  treaties  with  France  and  England, 

covering  “ all  justiciable  disputes.” 

(3)  Friendly  relations  with  South  America. 

a Taft  though  regarded  as  progressive  tended, 
because  of  temperament  and  judicial  training,  to 
be  conservative. 

(1)  His  attitude  on  the  Payne-Aldrich  tariff. 

(2)  The  Winona  Speech. 

(3)  Attitude  toward  the  Ballinger-Pinchot  con- 

troversy. 

(4)  His  veto  of  Democratic  and  insurgent  meas- 

ures; a victory  for  conservatism. 

5 The  Progressive  party  movement  (1912);  primarily  a 
split  in  Republican  party,  but  drawing  many  from 
other  parties. 
a Causes. 

(1)  Discontent  with  the  Taft  administration. 

(2)  Objection  to  the  methods  used  by  the  national 

Republican  convention  in  nominating  Taft, 
rather  than  Roosevelt. 

(3)  The  conservative  platform  adopted  by  the 

Republican  convention. 

(4)  The  action  taken  by  the  Democratic  conven- 

tion in  (a)  adopting  a liberal  platform;  and 
(b)  in  putting  up  a strong  nominee  for 
presidential  candidate. 

(Note  in  this  connection  the  previous  career 
of  Woodrow  Wilson.) 

b The  forming  of  the  Progressive  party  by  the  Roose- 
velt Republicans. 

( 1 ) Its  platform  of  social,  political  and  economic 

reforms. 

(2)  Its  candidates  : Roosevelt  and  Johnson. 


SYLLABUS  IN  HISTORY 


155 


c The  significant  election  returns  (1912). 

(1)  The  split  in  Republican  ranks  bringing  the 

triumph  of  the  Democrats  under  Woodrow 
Wilson;  the  first  success  of  the  Democrats 
since  the  Cleveland  administration  (1893- 

97)- 

(2)  The  popular  vote  for  Wilson  was  6,293,454, 

for  Taft  3,484,980,  for  Roosevelt  4,119,538, 
for  Debs  (Socialist)  900,672. 

(3)  The  increase  of  the  Socialist  vote,  interpreted 

by  the  Socialists  as  showing  a dissatisfac- 
tion with  the  other  leading  parties. 
d The  importance  of  the  movement  in  forcing  the 
adoption  of  more  liberal  policies  in  the  older  par- 
ties. 

e The  subsequent  decline  of  the  Progressive  party. 

6 The  development  of  socialism  in  the  United  States  up  to 

1912. 

Note.  In  developing  this  topic  the  teacher  should  clearly  indicate  that  most 
of  the  social  and  industrial  reforms  for  which  the  Socialists  claim  credit  have 
been  brought  about  by  other  agencies,  notably  reform  movements  within  the 
two  great  political  parties,  an  awakened  civic  conscience,  a growing  com- 
munity of  interest  between  labor  and  capital,  a rebirth  of  spiritual  life  within 
the  church  and  a multitude  of  organizations  for  social  service. 

a The  origin  of  socialism  in  Germany  and  France, 
b The  nocture  of  socialism.  Its  development  as  an  eco- 
nomic theory. 

(1)  Its  fundamental  aim  “the  joint  owner- 

ship by  all  the  members  of  the  community 
of  the  instruments  and  means  of  production 
and  distribution.” 

(The  name  is  used  to  include  a great  vari- 
ety of  social  theories  and  reforms  which 
have  more  or  less  of  this  character.) 

(2)  Except  for  this  fundamental  aim.  Social- 

ists differ  radically  among  themselves  on 
other  phases  of  socialistic  thought. 
c Leading  types  of  socialists. 

Revolutionary  vs.  evolutionary  socialists. 

(2)  The  direct  vs.  the  indirect  actionists. 

(3)  The  internationalists  vs.  the  nationalists. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


156 


d Examples  of  socialistic  or  communistic  experiments: 
Virginia  and  Plymouth  Colonies,  New  Harmony, 
Indiana;  Oneida  Community.  Reasons  for  failure. 
e Dangers,  (i)  The  overthrow  of  law  and  order  by 
revolutionary  methods. 

(2)  Minority  rule  over  the  majority. 
j The  Socialist  political  party. 

(1)  Its  development  up  to  1912. 

(2)  Its  registered  vote  in  1912  in  comparison  with 

the  other  parties. 

(a)  Many,  not  socialists,  voting  that  ticket 
as  a means  of  rebuke  to  the  two  older 
parties. 

{h)  Many,  believing  in  socialist  principles, 
not  voting  that  ticket,  because  of  its 
domination  by  fanatical  foreigners 
with  no  understanding  of  American 
ideals. 

(3)  The  interpretation  that  tyranny  might  supplant 

democracy  if  socialistic  doctrines  should 
prevail. 

g Present-day  experiments  in  liberal  government 
accomplished  by  the  Republican  and  Democratic 
parties ; the  parcels  post,  government  regulation  of 
railroads,  public  utilities  and  industries.  (Com- 
pare with  experiments  in  England,  France,  Bel- 
gium, Germany.) 

y The  continuance  of  the  reform  movement  during  the  first 
term  of  Woodrow  Wilson  (1913-17). 

(For  further  details,  see  the  outlines  on  Economic 
and  Social  development.) 

a Tariff  revision  under  Wilson's  leadership  (see 
page  154,  g). 

(i)  The  occasion  for  reviving  the  custom  of  the 
President  reading  his  message  before  Con- 
gress. 

(2)  Wilson's  charges  of  a tariff  lobby:  the  lobby 
investigations. 


SYLLABUS  IN  HISTORY 


157 


(3)  The  Underwood  tariff  act  (1913);  its  gen- 

eral characteristics : revenue  duties,  exten- 
sive free  list,  competitive  tariff  rates,  the 
income  tax  to  make  up  for  loss  of  revenue. 

(4)  The  establishment j some  months  later,  of  a 

tariff  commission:  purpose. 
h Reform  of  the  hanking  and  currency  system. 

(1)  Summarize  in  general  the  defects  of  the  old 

system. 

(2)  The  federal  reserve  act  (1913);  its  general 

principles,  organization,  effects. 
c Trust  regulation. 

(1)  The  Federal  Trade  Commission  established  in 

(ipi4);  purpose. 

(2)  The  Clayton  antitrust  act  (1914)  ; an  effort 

to  make  prosecution  of  the  trust  more 
effective. 

d Labor  organizations  and  the  government. 

(1)  The  power  of  labor  influence  in  passing  im- 

portant measures. 

(a)  The  act  creating  a Department  of 

Labor  (1913). 

(b)  The  clauses  in  the  Clayton  antitrust  act 

defining  the  legal  status  of  labor  and 
exempting  unions  from  prosecution 
under  it. 

(c)  Welfare  acts,  such  as  the  seaman^s 

welfare  act,  the  child  labor  act,  the 
employee’s  compensation  act. 

(d)  The  act  adding  a literacy  test  to  im- 

migration restrictions ; the  law  passed 
over  the  President’s  veto. 

(2)  A new  power  given  to  the  head  of  the  De- 

partment of  Labor,  in  the  Newlands  arbi- 
tration act  (ipzj),  “to  act  as  mediator  and 
to  appoint  commissioners  of  conciliation  in 
labor  disputes  whenever  in  his  judgment 
the  interests  of  industrial  peace  may  require 
it  to  be  done.” 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


(3)  Labor  crisis  (1916-19). 

(a)  The  railroad  situation,  and  the  pass- 
ing of  the  Adamson  eight  hour  law ; 
its  significance. 

{h)  Steel  strike  1919,  its  significance. 

(c)  Other  recent  labor  disputes. 
e The  welfare  of  the  farmer  begins  to  draw  the  atten- 
tion of  the  government ; the  passing  of  the  rural 
credits  act  (ipi6). 

S The  re  election  of  Woodrow  Wilson  in  1916;  issues  in- 
volved. 

a Reform  legislation. 

b Mexican  policy.  (For  details,  see  the  outline  on 
Foreign  relations.) 

c The  attitude  of  the  United  States  toward  the  great 
European  war. 

d Socialist  vote  cut  down  one-third. 

9 The  demand  for  reform  of  political  misrule,  and  for 
increased  popular  control  over  the  instrumentali- 
ties of  government  becoming  a widespread  national 
movement  during  the  period  ipoi-iy. 

(This  topic  should  simply  be  summarized  here, 
and  its  fuller  discussion  left  for  the  outline  of  our 
governmental  development.  The  teacher  should 
recall  to  the  pupibs  mind  the  beginning  of  this 
movement  in  the  earlier  era  (1877-98). 
a The  limitation  of  the  Speakers  power  and  the 
reorganization  of  the  committee  of  rides  of  the 
House  of  Representatives  (1910-11). 
b The  growing  resentment  against  lobbying  in  all  our 
legislatures,  both  national  and  state. 
c The  rapid  spread  of  the  short  ballot  and  direct 
primary.  (The  first  statewide  primary  laws, 
Minnesota  1901,  Wisconsin  1903.) 
d State  after  state  passing  laws  requiring  the  publicity 
of  campaign  funds,  and  corrupt  political  practices 
acts. 

e The  growing  advocacy  of  direct  democracy”  in  the 
initiative,  referendum  and  recall. 


SYLLABUS  IN  HISTORY 


159 


/ The  growing  number  of  experiments  of  govern- 
ment by  commission/^ 

g The  adoption  of  the  popular  election  of  senators;  the 
seventeenth  amendment. 

h The  extension  of  the  suffrage;  the  woman  suffrage 
movement ; the  nineteenth  amendment. 

10  The  demand  for  greater  government  activity  in  promot- 
ing the  general  welfare.  (The  topic  should  simply 
be  summarized  here,  and  its  fuller  discussion  left 
for  the  outline  of  our  economic  and  social  develop- 
ment.) 

a The  demand  for  a more  equitable  distribution  of  tax- 
ation; the  income,  corporation  and  inheritance 
taxes;  sixteenth  amendment, 
b The  increasing  number  of  public  service  projects, 
like  the  postal  savings  banks. 
c The  protection  of  women  and  children  in  both  our 
industrial  and  social  life. 

d The  protection  of  the  laboring  man  in  industrial  life, 
e The  effort  to  eliminate  the  evils  of  the  middleman  in 
industry. 

f Welfare  activities,  the  movements  for  the  elim- 
ination of  the  causes  of  poverty  and  crime, 
g The  eighteenth  amendment. 

Map:  United  States  in  ip20,  showing  acquisitions  of  terri- 
tory, with  dates. 

AA  America  fighting  the  battles  for  world  democracy  (1917—18). 
(See  III,  R,  page  172.) 

1 The  world  menace  of  autocracy  and  militarism,  as  it  be- 

' came  gradually  known  to  the  American  people 
(1914-17)  ; militant  democracy  fighting  for  preser- 
vation. 

a The  life-and-death  struggles  of  the  two  great  Euro- 
pean democracies,  France  and  England, 
b America's  gradual  awakening  to  the  truth  that  their 
cause  zvas  her  own. 

c The  extent  to  which  American  interests  were  jeopar- 
dized by  the  wrongful  acts  of  Germany, 
d The  United  States  accepting  the  challenge;  the  dec- 
laration of  war  (1917). 

2 Democracy  on  trial  at  home ; our  domestic  war  problems. 

a Mobilization  problems. 


l6o  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

(1)  America's  traditional  objection  to  a large 

standing  army,  hut  interest  in  an  efficient 
navy;  our  task  to  surmount  military  unpre- 
paredness; the  democratic  nature  of  our 
selective  draft  act. 

(2)  Our  industrial  mobilization, 
b Regulative  measures. 

(1)  The  conservation  of  food  and  fuel;  govern- 

ment regulation;  the  attitude  of  cooperation 
rather  than  of  compulsion. 

(2)  Transportation  and  communication;  govern- 

ment control  of  railroads,  telegraph  and 
wireless. 

(3)  The  employment  problem:  the  necessary 

widening  of  the  work  of  women ; the  neces- 
sary restriction  on  nonproductive  industry; 
the  popular  cooperation  of  the  people  in  the 
measures. 

(4)  The  censorship  of  the  press;  the  opposition 

of  radical  elements. 
c Dealing  zvith  the  opponents  of  zvar. 

(1)  The  government  treatment  of  traitors  and 

slackers. 

(a)  The  aliens  and  the  Americans  with 

pro-German  sympathies  who  tried 
actively  to  aid  the  enemies'  cause. 

(b)  The  people  who  regarded  America  as 

simply  a place  to  live  in  for  eco-  . 
nomic  advantages,  and  who  had  no 
appreciation  of  the  obligations  of 
citizenship. 

(2)  The  attitude  of  the  socialists;  two  factions. 

(a)  Those  who  opposed  the  war  on  the 
mistaken  theory  that  it  was  waged 
by  governments, under  the  control  of 
capitalists  and  materialists. 

(h)  Those  who  championed  the  war  as  a 
war  of  democracy  against  autocracy. 

(3)  The  special  problem  of  the  pacifists. 


SYLLABUS  IN  HISTORY 


i6i 


(a)  The  patriotic  pacifists  — those  who 

backed  the  government  without 
reservation  after  the  war  broke  out, 
submitting  loyally  to  the  will  of  the 
majority. 

(b)  The  “conscientious  objectors” — those 

who  refused  to  fight  but  did  help  the 
cause  in  peaceful  ways.  (Note  the 
fine  work  done  by  the  Quakers  as 
ambulance  drivers  and  hospital  help- 
ers; the  teacher  should  call  atten- 
tion to  the  disgraceful  abuse  of  the 
term  “conscientious  objectors”  by 
the  slacker.) 

(c)  The  “militant  pacifists” — (those  who 

desired  to  resist  the  Government 
actively  after  war  broke  out  in  de- 
fence of  their  belief.  (The  teacher 
should  call  attention  to  the  fact  that 
while  many  of  these  ultraradicals 
considered  that  they  were  serving 
humanity’s  cause  by  suffering 
“ martyrdom  ” for  their  belief,  many 
of  them  were  hypocrites.) 

d War  -finance. 

(1)  '‘The  Liberty  Loans”;  the  wonderfully 

unanimous  response. 

(2)  The  war  taxes:  bearing  heavily  upon 

large  fortunes,  and  upon  the  excess  war 
profits. 

e Humanitarian  measures. 

(1)  The  work  of  the  Red  Cross. 

(2)  Religious  organizations:  Y.  M.  C.  A.,  Y.  W. 

C.  A.,  K.  of  C.,  Y.  M.  H.  A.,  the  Salvation 
Army,  etc. 

(3)  Government  welfare  work:  camp  welfare, 

insurance,  housing,  allotments  for  depend- 
ents, rehabilitation  of  the  disabled  soldiers. 

3 American  problems  of  reconstruction;  economic,  social, 
political,  educational,  religious. 


1 62  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

III  The  foreign  relations  of  the  United  States. 

A The  strained  relations  with  foreign  powers  at  the  time  of  the 
election  of  Washington  (1789). 

1 Quarrel  with  Spain  concerning  the  navigation  of  the 

Mississippi. 

2 Bitterness  between  England  and  the  United  States, 

because  of 

a England* s refusal  (i)  to  pay  compensation  for 
negroes  stolen  by  the  British  army  in  178 g;  (2)  to 
withdraw  British  troops  from  the  forts  on  the 
Great  Lakes. 

b America’s  refusal  (i)  to  enforce  payment  to  British 
creditors;  (2)  to  compensate  Loyalists  for  injuries 
inflicted. 

B A general  European  war  bringing  important  results  to  United 
States. 

1 The  breaking  out  of  the  French  Revolution  (1789-93). 

2 The  war  between  France  and  England  {1793-1802)  and 

its  results  to  United  States. 

a The  question  of  the  obligation  of  the  United  States 
to  help  France  because  of  the  treaty  of  1778. 

(1)  Washington’s  neutrality  proclamation  {April 

1793),  its  justification  and  importance ; the 
origin  of  our  doctrine  of  isolation. 

(2)  The  trouble  with  Genet. 

b Interference  with  neutral  trade  by  France  and  Eng- 
land and  its  results. 

(1)  Acts  of  England  especially  irritating. 

{a)  Seizure  of  American  vessels  carrying 
goods  to  the  enemy. 

{b)  Refusal  to  permit  trade  with  French 
West  Indies. 

(c)  Search  of  American  vessels,  and  im- 
pressment of  seamen. 

(2)  Jay’s  treaty  with  England  (1794)  bringing 

temporary  settlement ; its  unsatisfactory 
conditions ; its  value. 

(3)  The  X.  Y.  Z.  affair,  resulting  from  attempt  | 

to  make  satisfactory  terms  with  France.  1 


SYLLABUS  IN  HISTORY  1 63 

(a)  Effect  of  Jay’s  treaty  upon  the  attitude 

of  France. 

(b)  The  insult  to  our  commissioners  by  the 

French  directory. 

(c)  John  Adams’s  war  message  to  Congress. 

(d)  Naval  warfare  (1798)  without  formal 

declaration. 

(4)  Treaty  with  Napoleon,  first  consul  (1801) 

3 The  purchase  of  Louisiana  from  Napoleon  (1803). 

a Napoleon  forces  Spain  to  cede  Louisiana  to  him 
(1800). 

h America's  alarm. 

(1)  Fear  that  we  would  lose  right  of  navigation 

of  Mississippi,  and  right  of  deposit  at  New 
Orleans  granted  to  us  by  Spain  in  1795. 

(2)  Fear  of  having  a more  powerful  neighbor 

west  of  us. 
c Napoleon's  reasons. 

(1)  For  desiring  Louisiana  from  Spain. 

(2)  For  wishing  to  sell  it  to  the  United  States, 
d The  treaty  of  purchase. 

(1)  The  cost. 

(2)  Boundaries  intentionally  left  indefinite,  later 

leading  to  (a)  seizure  of  West  Florida 
from  Spain  (1811);  {h)  compromise  with 
Spain  by  giving  up  claim  to  land  west  of 
Sabine  river,  for  privilege  of  purchasing 
East  Florida  (1819). 
e Important  world  results. 

Power  of  the  United  States  greatly  increased  in 
extent  of  territory  and  industrial  opportunities, 
and  in  strengthened  power  of  central  govern- 
ment. 

4 Increasing  seriousness  of  attacks  upon  neutral  trade  dur- 

ing the  Napoleonic-English  Wars  . 

a Military  situation  abroad:  “neither  could  strike  the 
other  directly.” 

(1)  England's  complete  supremacy  on  the  sea. 

(2)  Napoleon  master  of  ports  and  lands  of  west- 

ern Europe. 


6 


64  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

h English  orders  in  council  and  French  decrees. 

( 1 ) England’s  attempt  to  prevent  colonial  supplies 

reaching  Napoleon  and  his  allies.- 

(2)  French  attempt  to  crush  England’s  continental 

trade. 

c Impressment  trouble  greatly  increasing ; the  Ches- 
apeake affair. 

d Amefica's  retaliatory  measures. 

(1)  The  embargo  (1807). 

(2)  The  nonintercourse  act  (1809). 

(3)  Macon’s  bill,  no.  2 (1810). 

5 The  War  of  1812  against  England. 

a The  events  precipitating  war. 

( 1 ) The  fight  between  the  “ Little  Belt  ” and 

‘‘  President.” 

(2)  The  Tecumseh  revolt. 

(3)  The  rise  of  the  Young  Republicans,  led  by 

Henry  Clay. 

b The  declaration  of  war  (the  Northeast  voting  against 
the  measure). 

c Comparative  strength  of  the  combatants, 
d Significant  events. 

(1)  Failure  of  the  invasion  of  Canada. 

(2)  Hull’s  surrender  of  Detroit;  Perry’s  victory 

on  Lake  Erie. 

(3)  The  Niagara  and  Champlain  campaigns. 

(4)  The  navy  and  the  privateers. 

(5)  The  burning  of  Toronto  and  Washington. 

(6)  The  victory  of  Jackson  at  New  Orleans. 
e The  treaty  of  Ghent  (1814). 

(1)  Reasons  why  both  sides  desired  peace. 

(2)  Reason  why  treaty  failed  to  specify  objects 

for  which  the  war  had  been  fought. 

/ The  effect  of  the  war  upon  the  world  standing  of 
America. 

6 The  Barbary  War  (1815). 

a Increase  of  piracy  during  the  Napoleonic  Wars. 
b Our  refusal  to  pay  tribute  upon  the  high  seas. 

7 Evidence  of  greater  respect  soon  shozvn  in 

a More  favorable  commercial  relations  with  England, 
and  Treaty  of  1818. 


SYLLABUS  IN  HISTORY  1 65 

h Favorable  treaty  with  Spain  concerning  Florida 
(1819). 

c Attitude  of  England  toward  the  Monroe  Doctrine. 

C America's  doctrine  of  isolation  as  developed  between  i/Sp 
and  1815. 

1 Its  establishment  through 

a Washington's  neutrality  proclamation  (1793). 
b Washington's  Farewell  Address  (1796). 

2 Its  acceptance  as  a national  doctrine  by  Jefferson  in  his 

inaugural  address,  ''peace,  commerce,  and  honest 
friendship  with  all  nations,  entangling  alliances  with 
none." 

3 The  use  of  the  principle  in  the  Monroe  Doctrine. 

D The  Monroe  Doctrine  (1823)  (see  page  134,  M). 

1 The  circumstances  leading  to  its  promulgation. 

a Spain's  colonies  win  freedom  during  the  Napoleonic 
Wars  and  after. 

b The  plan  of  the  Quadruple  Alliance, 
c The  danger  from  the  encroachment  of  Russia  in  the 
north. 

2 The  attitude  of  England  at  the  time  of  its  publication. 

3 The  principles  proclaimed  in  Monroe's  message  (the 

disputed  authorship  of  the  message). 

4 The  imperialistic  tendencies  read  into  it  before  i860. 

a The  doctrines  of  “ paramount  interest  ” and  of 
“ manifest  destiny.” 

b Sectional  ambition  affecting  it ; our  desire  for  Cuba ; 
the  Ostend  manifesto. 

E The  W ebster- Ashburton  Treaty  (1842). 

F The  Oregon  Treaty  (1846). 

1 The  original  extent  of  the  Oregon  country. 

2 Our  treaty  of  joint  occupation  with  England  (1818). 

3 American  versus  English  claims. 

4 The  election  of  1844;  reasons  for  the  campaign  cry 

" 54-40  or  light." 

5 The  treaty  of  compromise. 

G The  Mexican  War  (1846-48). 

I Events  leading  up  to  the  war. 

a The  secession  of  Texas  from  Mexico, 
b The  annexation  of  Texas  to  the  United  States  with 
a boundary  line  disputed  by  Mexico. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


2 Parties  opposed  to  the  war,  mainly  those ' who  were 

against  the  extension  of  slavery. 

3 Parties  favoring  the  war. 

a Those  with  the  ambition  of  increasing  our  Pacific 
coast  line,  and  of  dominating  the  continent, 
h Those  desiring  more  land  for  the  extension  of 
slavery. 

c Those  who  resented  the  insults  offered  the  United 
States  by  Mexico. 

4 The  immediate  occasion  of  the  opening  of  hostilities;  the 

President’s  power  to  precipitate  war  before  a formal 
declaration  by  Congress. 

5 A summary  of  the  residts  of  the  campaigns  of  Taylor, 

Scott,  Fremont,  Kearny. 

6 The  terms  of  the  Treaty  of  Guadalupe-Hid  algo  (1848). 
y The  results. 

a Further  extension  of  our  territory  on  the  Pacific 
coast. 

b The  great  increase  of  wealth;  soil,  minerals  etc. 
c The  stimulus  to  American  inventive  genius  to  solve 
the  problems  of  irrigation,  and  of  the  crossing  of 
the  Rockies. 

d The  resulting  slavery  crisis. 
e The  inheritance  of  Mexican  hostility. 

H The  Gadsden  purchase  (1853). 

I  Our  relations  with  Europe  during  the  Civil  War  (1861-65). 

1 Belief  of  the  South  that  cotton  was  king,''  and  so  would 

bring  recognition  of  her  independence  from  Europe. 

2 The  attitude  of  England. 

a The  attitude  of  the  English  laboring  classes;  of  the 
upper  classes. 

b Recognition  of  southern  belligerency  by  the  English 
government  (May  1861). 

(1)  Northern  resentment. 

(2)  Southern  disappointment. 

c England's  refusal  to  recognize  the  independence  of 
the  South;  the  Emancipation  Proclamation. 

3 The  attitude  of  other  European  states. 

a Recognition  of  southern  belligerency  by  France 
(May  1861). 

b Sending  of  the  Russian  fleet  to  New  York  harbcr ; 
reasons. 


SYLLABUS  IN  HISTORY 


167 


4 The  Trent  Affair:  its  relation  to  the  principle  of  “right 

of  search.” 

5 The  building  of  Confederate  ships  in  England  to  he 

used  as  privateers. 

a The  protest  of  the  American  ambassador, 
b The  case  of  the  Alabama, 
c The  Geneva  award. 

J The  purchase  of  Alaska  (1867)  ; cause;  the  settlement  of  the 
boundary  dispute  with  England;  its  present-day  value  and 
marvelous  development. 

K The  settlement  of  the  fisheries  disputes. 

1 The  New  Foundland  fisheries. 

a The  treaties  of  1783  and  of  1818. 
b The  Treaty  of  Washington  (1871). 
c The  disagreeable  situation  following  the  lapse  of  the 
Treaty  of  Washington  (1881). 
d The  final  settlement  by  Hague  Court  decision 
(1910). 

2 The  Bering  sea  seal  fisheries. 

a Congress  declares  Bering  sea  a closed  sea  (1899). 
b Seizure  of  British  vessels  (1886,  1889). 
c Arbitration  of  dispute;  importance;  decision  against 
United  States  (1893). 
d Agreement  with  Great  Britain  (1911). 

T The  beginning  of  our  Pacific  ocean  interests. 

1 Samoa. 

a A coaling  station  obtained  in  Pago  Pago  harbor 
(1878). 

b The  establishment  of  a joint  protectorate  for  Samoa 
with  Germany  and  Great  Britain,  1889;  the 
reasons;  its  dissolution  (1899). 
c Tutuila  island  given  to  the  United  States  (1899). 

2 Hawaii. 

a The  native  government;  the  increasing  number  of 
American  residents. 

b The  revolution  of  1893 ; the  raising  of  the  American 
flag;  the  submission  of  a treaty  of  annexation  to 
the  Senate  by  President  Harrison. 
c Cleveland’s  withdrawal  of  the  treaty;  his  recognition 
of  the  new  republic  (1894);  the  cry  against  im- 
perialism. 

d The  annexation  of  Hawaii,  1898;  cause. 


i68 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


M The  development  of  the  Monroe  Doctrine  since  the  Civil  War. 

1 The  Maximilian  affair  in  Mexico  (1866). 

a The  overthrow  of  the  Mexican  republic  during  the 
Civil  War  by  Napoleon  III  of  France, 
b The  action  taken  by  the  United  States  and  its 
results. 

2 The  Venezuela  boundary  dispute  with  England  (1896). 

a The  long  duration  of  the  dispute, 
b England’s  aggressive  act,  and  refusal  to  arbitrate, 
c Cleveland’s  message  to  Congress, 
d England  consents  to  arbitrate.  Terms  of  decision. 

3 The  Venezuela  debt  controversy ; the  action  taken  by 

President  Roosevelt  toward  Germany’s  aggressive  acts ; 
the  submission  of  the  controversy  to  the  Hague  Court 
(1902). 

4 The  question  of  the  debts  of  Santo  Domingo  and  Haiti. 

a President  Roosevelt’s  plan  of  taking  charge  of  the 
customs  of  Santo  Domingo  (1905). 
b The  same  plan  followed  by  President  Wilson  in 
Haiti  (1916). 

5 The  present  attitude  toward  the  Monroe  Doctrine. 

a The  misconceptions  of  the  doctrine  in  Europe  and 
Latin  America. 

b The  rapidly  developing  prosperity,  civilization  and 
power  of  many  Latin  states, 
c The  growing  spirit  of  fellowship  among  the  states 
of  the  American  continents,  due  to  the  Pan- 
American  congresses ; to  the  establishment  at 
Washington  of  the  Bureau  of  American  Repub- 
lics; to  their  common  interests  in  connection  with 
the  great  European  war. 
d The  growing  Pan-American  ideal, 
e The  Monroe  Doctrine  and  the  League  of  Nations. 

N The  United  States  becomes  a world  power. 

I Reasons. 

a Settlement  of  states  rights  and  slavery  develop 
national  unity. 

b Growth  in  production  of  raw  material  and  manu- 
factured articles  demanded  by  foreign  markets. 
c Investments  of  American  capital  in  foreign 
countries  and  European  investments  in  America. 


SYLLABUS  IN  HISTORY 


169 


2 The  S panish- American  War  (1898)  ; causes. 

a The  long -continued  misrule  of  Spain  in  Cuba, 
h The  many  interests  of  the  United  States  injured  in 
Cuba  during  the  constant  disorders, 
c The  blowing  up  of  the  Maine  in  Havana  Harbor. 

3 The  attitude  of  Europe. 

a The  misinterpretation  of  our  motives  by  most  of 
Europe. 

b England's  good-will. 

4 Comparison  of  the  combatants. 

5 Summary  of  military  results  on  land  and  sea. 

6 The  terms  of  peace. 

y The  far-reaching  results. 

a A large  increase  of  territory:  Porto  Rico;  the  Philip- 
pines; Guam. 

b The  Philippine  problems:  its  government;  its  future 
position  in  relation  to  the  United  States ; the 
dangers  of  our  country  being  involved  in  the  Far 
Eastern  quarrels. 

c The  protectorate  of  Cuba:  our  frequent  need  to 
interfere  to  prevent  permanent  disorder;  present 
conditions. 

d The  colonial  policy  adopted  in  Porto  Rico:  its  desire 
for  United  States  citizenship  (granted  1917). 

O The  growth  of  our  Caribbean  sea  policy. 

I The  building  of  the  Panama  canal. 

a Early  attempts  of  the  French  to  build  a canal, 
b The  Clayton-Bulwer  Treaty  (1850);  Hay-Paunce- 
fote  Treaty  (ipoi). 
c The  canal  act  (igo2). 
d The  construction  of  the  canal. 

(1)  Purchase  of  the  right  from  the  French 

company. 

(2)  The  Colombia  negotiations;  their  failure. 

(3)  Roosevelt's  prompt  recognition  of  the  Pan- 

ama republic;  reasons  he  assigned. 

(4)  The  purchase  of  the  canal  zone  (igo^). 

(5)  The  solving  of  engineering  difficulties  under 

Goethals;  the  solving  of  sanitary  problems 
under  G or  gas. 

e The  free  tolls  controversy  with  England;  its  solution, 
f Importance  of  the  canal  to  the  United  States;  mili- 
tary, commercial. 


170  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

g World  importance:  commercial  and  military;  the 
questions  of  neutralization. 

2 The  necessity  for  a Caribbean  sea  policy. 

3 General  principles  of  the  policy. 

a Nonrecognition  of  purely  revolutionary  governments, 
b Discouragement  of  foreign  concessions, 
c Policy  of  establishing  protectorates  secured  by  treaty 
(Haiti  ipi6). 

d Supervision  of  -finances  {Santo  Domingo,  Nicaragua) . 
e Preemption  of  all  canal  routes  (Nicaraguan  treaty, 
1916). 

f Securing  of  strategic  points  to  protect  the  Panama 
canal  from  foreign  attacks  {purchase  of  Danish 
West  Indies,  the  Virgin  islands,  igi6). 

P The  Mexican  problem  of  today. 

I The  events  in  Mexico  which  have  brought  a problem  for 
America  to  face, 
a The  rule  of  Diaz. 

(1)  Its  good  and  bad  characteristics. 

(2)  The  demands  of  the  reformers  : the  restoration 

of  the  republican  constitution;  the  division 
of  the  great  landed  estates;  the  abolition  of 
serfdom;  the  ending  of  the  practice  of  grant- 
ing concessions  to  foreigners. 

(3)  The  overthrow  of  Diaz  by  the  reform  leader, 

Madero  (1911). 

b The  state  of  revolution:  the  brief,  disorderly  rule  of 
Madero;  his  assassination  by  the  Huerta  faction; 
the  Huerta  autocracy;  the  civil  war  between  the 
factions  of  Huerta,  Carranza,  Villa;  border  dif- 
ficulties; 'murder  of  foreigners;  overthrow  of 
Carranza  (1920). 

c The  policy  of  the  United  States  under  Wilson's 
leadership. 

(1)  Nonrecognition  and  ‘'watchful  waiting.” 

(2)  The  Tampico  incident;  American  occupation 

of  Vera  Cruz;  our  withdrawal. 

(3)  The  unsuccessful  attempt  at  mediation  of  the 

A.  B.  C.  countries. 

(4)  The  calling  of  a Pan-American  Conference ; 

its  recognition  of  Carranza,  1915. 


SYLLABUS  IN  HISTORY  1 71 

(5)  The  Villa  raid,  ipi6;  the  American  punitive 
expedition  led  by  Pershing ; Carranza* s in- 
terference with  the  expedition, 
d Pro-Germanism  in  Mexico  during  the  great  European 
war. 

2 Difficulties  that  confront  Mexico  in  the  attainment  of 
a stable  government. 

a No  unified  population;  the  present  hostile  racial  ele- 
ments. 

b Slight  native  development  of  natural  resources; 

the  many  foreign  concessions  at  present, 
c Absence  of  a numerous  property-owning  class; 

present  peonage  on  the  great  landed  estates, 
d Religious  and  educational  problems, 
e The  lack  of  experience  in  self-government, 
f Absence  of  a strong  feeling  of  national  unity. 

Q Our  relations  with  far-e astern  powers. 

1 Our  relations  with  China. 

a The  Boxer  revolt  (1900)  : its  cause,  the  international 
relief  and  punitive  expedition,  the  later  return  to 
China  of  America’s  share  of  the  indemnity  de- 
manded; China’s  present  use  of  the  returned 
money. 

b Our  ” open  door**  policy  for  China:  the  preserva- 
tion of  the  integrity  of  China  by  John  Hay,  our 
great  Secretary  of  State  under  Roosevelt. 
c Refusal  of  Government  backing  for  American  capi- 
tal in  a six-power  loan  to  China, 
d Recognition  of  the  Chinese  republic  (1915)  ; its 
unstable  condition. 

e China  joins  the  allied  cause-  in  the  great  European 
war. 

2 Our  relations  with  Japan. 

a The  opening  up  of  Japan  to  western  civilization  by 
Commodore  Perry,  1853-54. 
b The  rapid  rise  of  Japan  to  the  position  of  a world 
power. 

c The  Japanese  emigration  to  Hawaii,  the  Philippines, 
California. 

d The  causes  of  friction  between  the  United  States  and 
Japan. 


172 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


(1)  The  legislation  of  California  against  the 

Japanese;  the  conflict  between  state  and 
federal  sovereignty  involved  in  this  ques- 
tion. 

(2)  The  United  States  immigration  and  natural- 

ization laws. 

(3)  Japanese  resentment  of  Americans  open- 

door'’  policy  for  China;  the  desired  Jap- 
anese ''  Monroe  Doctrine  ” for  Asia. 

(4)  The  ''yellow  peril"  sentiment  and  the 

."jingo"  press  of  both  America  and  Japan. 
3 Future  problems  for  America  in  her  relations  with  the 
East. 

a The  control  of  the  carrying  trade  of  the  Pacihc. 
b Just  commercial  arrangements  with  Japan  and  China, 
c The  granting  of  immigration  and  naturalization 
rights  to  Asiatics. 

d The  question  of  freedom  for  the  Philippines. 

R The  great  European  war  (1914). 

1 The  causes  of  the  European  strife:  immediate  and  under- 

lying. 

2 America's  effort  to  maintain  neutrality. 

a The  interference  with  neutral  trade  as  first  estab- 
lished by  England  and  Germany:  the  question  of 
international  law. 
b Our  troubles  with  England. 

(1)  The  seizure  and  retention  of  American  ships 

carrying  suspected  contraband. 

(2)  The  interference  with  our  mails. 

c Our  troubles  with  Germany  and  Austria. 

(1)  The  submarine  tragedies;  their  terrible  toll  of 

life;  the  Wilson  notes,  the  final  " barred " 
zone  decree  of  Germany;  the  perfidy  of 
Germany. 

(2)  The  spy  system,  its  dangers  and  results. 

(3)  The  Zimmerman  note.  Its  effect  upon  Amer- 

ican sentiment. 

3 The  American  declarations  of  war  against  Germany, 

April  6,  and  Austria-Hungary , Dec.  J,  igij. 


SYLLABUS  IN  HISTORY 


173 


a The  immediate  cause:  German  interference  with 
“ freedom  of  the  seas ''  and  other  violations  of  in- 
ternational law. 

h The  fundamental  cause:  to  help  in  the  defeat  of  Ger- 
man autocracy  ■ and  militarism  and  to  defend 
America  from  a possibly  victorious  Germany. 

4 The  progress  of  the  strife  after  America  joined  the  allied 

cause. 

a The  exhaitstion  of  France  and  England;  their  great 
need  of  our  aid. 

h The  great  German  drive  of  the  spring  of  igi8 ; the 
great  allied  drive  of  the  summer  and  fall  of  that 
year. 

c The  problem  of  giving  the  right  aid  to  Russia;  the 
action  taken. 

d The  surrender  of  Bulgaria. 

e The  request  of  Germany  and  Austria  for  an  armistice 
on  the  basis  of  the  Wilson  terms  of  peace*' ; the 
allied  reply. 

f The  end  of  the  strife. 

5 The  peace  terms. 

S America's  part  in  the  international  peace  movement. 

1 The  cause  of  international  arbitration. 

a Earliest  arbitration  treaties  (1897-1905). 

b Roosevelt's  offer  of  the  services  of  America  to  bring 
an  end  to  the  Russo-Japanese  War  (1905)  ; the 
acceptance. 

c Second  Hague  conference  (1907). 

d The  liberal  arbitration  treaties  with  France  and  Eng- 
land by  Taft. 

e Our  use  of  the  Hague  tribunal. 

2 The  reciprocity  movement ; the  attempted  reciprocity 

treaty  with  Canada. 

^ The  celebration  of  a century  of  peace  with  England  in 

1914. 

4 The  proposed  League  to  Enforce  Peace. 

a Wilson’s  five  requirements  for  American  cooperation. 

b Proposed  organization  and  methods. 

5 The  League  of  Nations. 


174 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


IV  Economic  history  of  the  United  States. 

A Preliminary  principles  and  definitions. 

Note:  Before  taking  up  the  study  of  this  topic  proper,  the 
teacher  should  take  time  in  class  to  clear  up  the  mean- 
ing of  the  following  terms: 

1 Definition  of  economics. 

2 Definition  of  the  usual  four  divisions  of  economics: 

(a)  consumption,  (b)  production,  (c)  exchange,  {d) 
distribution.  (It  is  important  that  the  pupil  under- 
stand clearly  the  distinction  between  exchange  and 
distribution.) 

3 The  meaning  of  the  stages  of  economic  history:  {a)  The 

hunting  and  fishing  stage,  {b)  The  pastoral  or 
nomadic  stage,  (c)  The  agricultural  stage,  (d)  The 
handicraft,  or  trades  and  commerce  stage,  (e)  The 
industrial  stage  — its  four  chief  characteristics : ( i ) the 
application  of  steam  power  to  manufacture  (1769- 
1830)  ; (2)  the  application  of  steam  power  to  trans- 
portation (about  1825-70)  ; (3)  the  concentration  of 
industry  through  the  development  of  great  corporations 
(1880-1900)  ; (4)  the  application  of  electric  power  to 
industry. 

B Consumption. 

1 Purpose  of  consumption  — the  satisfaction  of  human 

wants. , 

2 Human  wants. 

a Kinds. 

(1)  Elementary:  the  necessities,  food,  clothing, 
. shelter. 

(2)  Acquired:  those  which  man  acquires  with  the 

grozvth  of  civilization. 

b The  increase  in  human  wants.  Compare,  for 
example,  the  wants  of  the  American  Indian  with 
those  of  the  early  New  England  colonists;  also 
the  wants  of  the  latter  with  those  of  the  average 
American  citizen  of  today. 

3 Distinction  between  economic  goods  and  free  goods. 

4 Kinds  of  goods  consumed;  definitions  and  examples. 

a Free  goods. 

b Economic  goods,  including  personal  services. 


SYLLABUS  IN  HISTORY 


175 


5 Principles  of  consumption;  explanations  and  examples. 

a Regularity  of  consumption;  compare  the  consumption 
of  the  primitive  man  with  that  of  the  modern  man 
in  this  respect. 

Primitive  man  starved  one  day  and  gorged  the  next. 

b Variety  in  consumption.  Compare  for  example,  with 
respect  to  variety,  the  food  and  clothing  consumed 
by  the  people  at  different  periods  of  our  history. 

6 Some  important  questions  growing  out  of  increased  con- 

sumption. 

a The  waste  of  luxury. 

**  Luxury  consists  in  any  consumption  of  commodities  and  services  which 
is  seriously  out  of  proportion  to  the  service  that  it  enables  the  consumer  to 
return  to  society,  but  which  is  not  of  necessity  directly  injurious  to  the 
consumer.'' — Ely. 

b The  vjaste  of  harmful  consumption. 

When  a nation  devotes  a large  amount  of  its  labor  and  capital  to  the 
production  of  commodities  which,  in  their  consumption,  cause  more  misery 
than  happiness,  and  weaken  the  nation's  future  resources  of  energy  and 
intelligence,  there  is  a departure  from  economic  consumption  so  serious  as 
to  call  for  the  severest  condemnation." — Ely. 

c The  economic  importance  of  housekeeping. 

C Production. 

(Preliminary  topic:  Physical  resources  of  the  United 

States  — soil,  climate,  minerals  etc.) 

T Colonial  industries  to  about  iy6o. 

a Agriculture:  principal  farm  products;  the  difficulties 
which  confronted  the  farmer;  adaptation  of 
European  seeds  to  American  soil  and  climate ; rude 
implements,  etc. 

b Lumbering  and  the  production  of  forest  products, 
such  as  naval  stores,  tar,  pitch,  rosin,  hemp  etc. 

c Fishing,  hunting  and  trapping. 

d Shipbuilding ; its  extent  and  importance. 

e Industries  of  the  northern  colonies  contrasted  with 
those  of  the  southern. 

f Household  industries ; for  example,  spinning,  weav- 
ing, tailoring,  dyeing,  tanning,  soap  and  candle 
making,  etc.  Compare  the  medieval  manor,  the 
southern  plantation  and  the  pioneer  household 
with  the  modern  home  with  respect  to  their  self- 
sufficiency. 

g Some  reasons  why  manufacturing  of  goods  outside 
the  home  was  not  carried  on  to  any  great  extent. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


2 The  industrial  revolution. 

Changes  in  the  methods  of  production  of  the  later 
eighteenth  and  early  nineteenth  centuries. 
a In  England. 

(1)  The  invention  of  the  steam  engine;  and  the 

application  of  steam  power  to  industry. 

(2)  The  invention  of  textile  machines;  the  spin- 

ning jenny  and  the  power  loom. 

(3)  The  change  from  household  manufacture  to 

the  factory  system, 
h In  America. 

( 1 ) Similarity  to  the  industrial  revolution  in 

England. 

(2)  Attempts  of  England  to  restrict  manufactures 

in  the  United  States. 

(3)  Spinning  and  weaving  machines  how  intro- 

duced into  the  United  States. 

(4)  The  cotton  gin. 

(5)  The  beginnings  of  the  factory  system;  the 

transition  from  household  manufacture  to 
the  new  order. 

(6)  Industrial  results  of  the  War  of  1812. 

(7)  The  inventive  genius  of  America. 

3 The  outstanding  features  of  the  development  of  manu- 

facturing from  the  industrial  revolution  to  the 
present. 

a The  era  of  the  small  producer  and  free  competition 
to  about  1880. 

h Logical  results  of  the  factory  system  of  production. 

( 1 ) So-called  “ cut  throat  ” competition,  reaching 

its  climax  in  the  decade  1870-80. 

(2)  Large  scale  production;  its  meaning  and 

characteristics,  1880  to  the  present, 
c A study  of  some  large-scale  manufacturing  concerns; 
for  example,  iron  and  steel  plants,  packing  houses, 
automobile  concerns,  etc. 

d Large-scale  production  and  the  utilization  of  by- 
products. 

4 Epoch-making  events  in  the  history  of  American  agri- 

culture. 


SYLLABUS  IN  HISTORY 


177 


Note:  With  the  exception  of  the  advance  in  the  produc- 
tion of  cotton  following  the  invention  of  the  cotton  gin, 
and  the  iron  plow  it  may  he  noted  that  no  marked 
progress  in  agriculture  occurred  until  the  second 
quarter  of  the  nineteenth  century. 

a Inventions.  For  example,  the  mower,  the  reaper 
and  binder,  the  threshing  machine,  the  cream 
separator,  the  steam  plow,  the  gasoline  engine,  the 
tractor,  the  electric  motor,  etc. 
b The  application  of  science  to  agricultural  methods. 

(1)  Study  of  the  chemistry  of  soils  and  the 

reclamation  of  abandoned  farms  by  the 
application  of  proper  fertilizers. 

(2)  The  improvement  of  old  species  and  the  pro- 

duction of  new  species  in  plant  and  animal 
life.  {Study,  for  example,  the  extension  of 
the  wheat  belt  and  the  work  of  Luther 
Burbank.) 

(3)  The  destroying  of  pests  as,  for  example,  by 

the  spraying  of  fruit  shrubs  and  trees. 

(4)  The  preservation  of  birds,  as  an  aid  to  plant 

life. 

c Specialization;  distinction  between  “general  farm- 
ing ” and  specialized  farming,  as  dairying,  fruit 
growing,  production  of  cereals,  truck  farming,  di7 
farming,  etc. 

d The  reclamation  of  waste  land  by  systems  of  drain- 
age and  irrigation. 
e Agricultural  education. 

(1)  Development  of  agricultural  colleges. 

(2)  Introduction  of  agriculture  in  the  high 

schools. 

(3)  The  study  of  plant  life  and  gardening  in  the 

elementary  schools. 

(4)  State  and  federal  experimental  stations. 

f The  importance  of  agriculture  as  compared  with  the 
other  leading  industries. 

5 Brief  consideration  of  other  productive  industries  and 
their  relative  importance,  as  mining,  lumbering,  fishing. 
(These  topics  should  be  developed  with  special  refer- 
ence to  local  industries.) 


178  THE  UNIVERSITY  OF  TFIE  STATE  OF  NEW  YORK 

D Exchange.  Leading  facts  in  the  historical  development  of 
the  means  of  exchange  of  economic  goods. 

Note:  While  exchange  is  in  reality  a part  of  the  work  of 
production,  the  teacher  will  doubtless  find  it  less  confusing 
and  more  profitable  to  the  pupil  to  teach  its  history  as  a 
separate  topic. 

Preliminary  0 u tlin  e : 

The  machinery  of  exchange  may  he  outlined  as  follows: 

(i)  money  and  credit;  (2)  means  of  transportation  and 
communication ; (3)  weights  and  measures;  (4)  stock 
and  produce  exchanges;  (5)  consuls  who  act  as  com-^ 
mercial  agents  for  their  governments  in  foreign  coun- 
tries; (6)  middlemen  of  all  sorts,  including  retail  and 
wholesale  dealers. 

I Growth  of  the  means  of  exchange  of  economic  goods, 
a Money. 

( 1 ) Its  meaning  and  functions. 

(2)  Trade  hy  barter  in  the  colonies. 

(3)  Articles  used  as  money  (often  called  “com- 

modity money”)  in  the  colonies;  for  ex- 
ample, beaver  skins,  tobacco,  rice,  corn, 
wampum. 

(4)  Massachusetts,  the  first  colony  to  issue  paper 

money,  often  called  “credit  money.” 

(5)  Continental  currency  of  the  Revolutionary 

period. 

(6)  .Establishment  of  a national  coinage  system 

in  1792  and  the  coinage  of  gold  and  silver 
on  the  principle  of  a double  standard  at  a 
ratio  of  fifteen  to  one. 

b Credit  and  banking;  the  leading  facts  concerning  the 
three  financial  systems  that  have  prevailed  in  the 
United  States: 

(1)  The  United  States  Bank  (first  and  second); 

its  origin,  history  and  overthrow. 

(2)  The  independent  treasury  system;  its  origin 

and  history,  including  such  topics  as : the 
financial  chaos  under  state  banks  regime 
(1836-40);  the  establishment  of  subtreas- 
uries ; the  national  bank  act  of  1863 ; de- 
monetization of  silver  (1873)  ; the  Bland- 
Allison  silver  act  (1878);  the  Sherman  act 


SYLLABUS  IN  HISTORY 


179 


(1890)  ; the  “ 16  to  I ” campaign  of  1896; 
the  currency  act  of  1900,  establishing  the 
single  gold  standard;  Aldrich-Vreeland 
emergency  currency  act  (1908). 

(3)  The  federal  reserve  act  (1913)  ; its  purposes 
and  plan  of  organization;  its  steadying 
influence  during  the  financial  strain  of  the 
world  war. 

c Meaning  and  causes  of  financial  panics,  illustrated  by 
a study  of  the  financial  panics  of  1837  and  1897; 
frequency  in  our  history. 

Brief  history  of  transportation, 
a Colonial  transportation. 

(1)  Trade  routes:  Indian  trails  and  portages, 

wagon  roads,  national  waterways ; foot, 
canoe,  horse,  wagon  and  sail. 

(2)  The  great  difficulty  and  expense  of  transport- 

ing goods. 

b Three  important  periods  of  transportation. 

(1)  The  turnpike  period;  from  the  Revolutionary 

War  to  the  War  of  1812. 

(a)  Location  and  construction  of  some  of 
the  more  important  turnpikes  of  this 
period,  especially  in  New  York  State. 
(&)  Comparative  cost  of  transportation  by 
turnpike  and  by  water. 

(2)  The  river  and  canal  period,  about  1816-40. 

{a)  The  invention  of  the  steamboat  and  the 
increase  in  river  trade.  (Special 
attention  to  great  river  systems  as 
highways  of  transportation.) 

(&)  Beginnings  of  canal  building. 

(c)  The  construction  of  the  Erie  canal; 

its  immense  importance  in  opening 
up  the  old  Northwest,  cheapening 
freight  transportation,  causing 
growth  of  cities,  etc. 

(d)  The  “mania  for  canal  building*’  which 

followed. 

(3)  The  railway  period,  from  about  1840  on. 


[80  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK  j 

(a)  The  beginnings  of  railway  building  j 

1828-40,  (Before  1840  railways  did  i 
not  seriously  compete  with  the  canals  j 
and  rivers.) 

(b)  The  geography  of  the  country  made  i 

the  railroad  absolutely  necessary  to  j 
the  full  development  of  the  far  West 
and  other  sections. 

(c)  Principal  railroads  and  total  mileage  I 

at  the  time  of  the  Civil  War.  i 

(d)  Intense  activity  in  railroad  building 

(1860-80)  ; the  first  great  conti- 
nental railways.  Governmental  en- 
couragement. 

(e)  Leading  facts  in  railway  development 

since  1880. 

c Electric  railway  and  motor  truck  transportation, 
d The  Barge  canal. 

e Telegraph,  telephone  and  wireless  as  an  aid  to  trans- 
portation and  commerce. 

3 The  development  of  American  commerce. 

a Period  of  colonial  commerce  (1607-1763). 

(1)  Intercolonial  commerce,  including  river,  lake 

and  coastwise  trade. 

{a)  Trade  of  the  northern  and  middle 
colonies  with  the  southern  colonies ; 
inland  and  coast  routes ; articles 
exchanged. 

{h)  Fur  trade  between  the  colonists  and  the 
Indians ; its  relation  to  westward  ex- 
ploration and  settlement;  and  also  to 
the  French  and  Indian  War;  the 
Great  Lakes  as  trading  routes  during 
the  colonial  period. 

(c)  Restrictions  placed  on  intercolonial 
trade  by  the  mother  country;  pur- 
poses and  results. 

{d)  Intercolonial  tariffs;  purposes  and  re- 
sults. 

(2)  Colonial  foreign  trade. 


SYLLABUS  IN  HISTORY  l8l 

(a)  Early  commercial  freedom  of  the  col- 

onies; complete  exemption  from 
trade  restrictions ; for  example, 
Plymouth,  Virginia  and  Maryland 
Companies: 

(b)  Cromwell’s  navigation  act  (1651)  ; how 

it  encouraged  colonial  foreign  com- 
merce. 

(c)  The  navigation  acts;  chief  provisions 

and  purposes. 

(d)  Results  of  the  navigation  acts;  illegal 

trade  with  the  West  Indies,  etc. 

(e)  The  “three-cornered”  trade  between 

the  colonies,  the  West  Indies  and 
Africa;  New  England  and  the  slave 
trade. 

(/)  Condition  of  foreign  trade  at  the  close 
of  the  French  and  Indian  War. 
b The  struggle  for  commercial  independence  (1763- 

93)-  • 

(1)  Decline  of  our  foreign  trade  during  this 

period;  leading  causes. 

(a)  England’s  radical  change  in  her  col- 

onial policy ; the  abandonment  of 
Walpole’s  policy  of  “ salutary  neg- 
lect ” and  the  strict  enforcement  of 
the  navigation  laws. 

(b)  The  New  American  navigation  act 

(1789). 

(c)  Failure  of  Congress  to  secure  commer- 

cial treaties  with  France,  Holland, 
Spain  and  Portugal. 

(d)  Congress’s  lack  of  power  to  regulate 

either  interstate  or  foreign  trade. 

(2)  The  remedy;  adoption  of  the  constitution,  due 

largely  to  commercial  causes. 

(a)  The  dominance  of  the  commercial 
factor  in  securing  the  adoption  of  the 
constitution;  study  the  Alexandria 
Convention  (1785),  the  Annapolis 
Convention  (1786),  and  the  Federal 
Convention  (1787). 


1 82  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK  | 

I 

! 

(b)  The  new  constitution  gave  Congress  ! 

fnll  power  to  regulate  both  interstate  \ 
and  foreign  commerce ; this  proved  i 
one  of  the  strongest  forces  in  stabil- 
izing the  new  government  and  in  se- 
curing the  perpetuity  of  the  Amer- 
ican republic. 

c Commercial  expansion  during  the  great  continental  '■ 
war  (1793-1815). 

(1)  Interstate  commerce. 

(a)  Insignificance  of  interstate  trade,  due 
to  lack  of  manufacturing  in  the 
states,  poor  means  of  transportation, 
high  freight  rates. 

{b)  The  flatboat  trade  on  the  Ohio  and 
Mississippi  rivers. 

(c)  Increase  in  the  coastwise  trade. 

(2)  Growth  of  American  foreign  trade  to  1805. 

(a)  Effect  of  the  great  European  war  on 
our  foreign  trade;  rapid  growth  of 
foreign  trade  to  1805. 

{b)  The  first  tarifif  act  (1789);  purpose, 
results. 

(c)  Direct  trade  with  China;  growth  of 
Chinese  trade. 

{d)  Renewed  increase  of  trade  following 
the  reopening  of  the  European  war 
in  1803. 

(3)  The  hostile  attitude  of  foreign  countries  to- 

ward our  commerce  during  1805-12,  es- 
pecially of  Great  Britain  and  France;  use 
of  embargo  and  nonintercourse  acts;  pur- 
poses and  results. 

d A period  of  reorganization  and  great  fluctuations  in 
American  commerce  (1815-66). 

(i)  Brief  survey  of  the  development  of  interstate 
trade  as  influenced  by 

(a)  The  building  of  canals. 

(b)  The  construction  of  turnpikes;  for 

example,  the  Cumberland  road. 

(r)  The  caravan  trade;  the  old  Santa  Fe 
trail. 


SYLLABUS  IN  HISTORY  . 1 83 

{d)  The  development  of  steam  navigation 
on  our  rivers,  lakes  and  along  the 
coast.  “ By  1856  the  steam  tonnage 
of  the  Mississippi  and  her  tributaries 
equaled  the  total  steam  tonnage  of 
Great  Britain.” 

(e)  The  improvement  of  rivers  and  harbors 
under  appropriations  authorized  by 
Congress.  Decline  of  river  trade. 
(/)  Railroad  building. 

Foreign  commerce  (1815-66). 

(a)  Conditions  following  the  War  of  1812 

and  leading  to  the  enactment  of  the 
tariff  of  1816. 

(b)  Causes  of  the  decline  of  foreign  trade, 

both  exports  and  imports  (1818-30)  ; 
consider  especially  the  panic  of 
1819,  the  tariff  of  1816  and  in- 
creased competition  of  foreign 
merchants  and  shipowners. 

(c)  Causes  of  increased  foreign  trade 

(1830-36);  results  of  the  panic  of 

1837- 

(d)  Remarkable  expansion  of  foreign  trade 

(1840-61)  (except  for  brief  inter- 
ruption during  panic  of  1857)  ; causes 
may  be  outlined  as  follows:  (i) 
rapid  growth  of  territory  and  popula- 
tion, (2)  development  of  railroads, 
telegraphs  and  steam  navigation,  (3) 
foreign  wars  and  famines,  (4)  dis- 
covery of  gold  in  California,  (5) 
repeal  of  British  corn  laws,  (6)  the 
Walker  tariff  of  1846,  (7)  better 
banking  facilities,  (8)  negotiation  of 
commercial  treaties.  Note  that  dur- 
ing this  period  the  first  of  our  reci- 
procity treaties  was  made,  namely, 
with  Great  Britain,  1854;  note  also 
the  development  of  commerce  with 
Mexico,  Central  and  South  America. 
{e)  Trade  conditions  during  the  Civil  War. 


184  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

e Commercial  expansion  (1866  to  the  world  war). 
Beginning  with  the  laying  of  the  Atlantic  cable  in 
1866,  the  development  of  every  means  of  com- 
munication and  transportation  has  been  greater 
during  this  period  than  ever  before.  It  is  the 
Age  of  Electricity.  These  conditions  have  had 
an  important  bearing  on  the  expansion  of  Amer- 
ican commerce. 

(1)  Domestic  or  internal  trade. 

(a)  Growth  of  interstate  trade  during  this 

period. 

{b)  Great  excess  of  domestic  over  foreign 
commerce. 

(c)  The  interstate  commerce  act  (1887) 
and  supplementary  acts;  purposes 
and  main  provisions. 

(2)  The  more  important  features  of  our  foreign 
commerce. 

{a)  Steady  growth  with  but  slight  inter- 
ruptions; increase  of  our  manufac- 
tured exports. 

(b)  Excess  of  our  agricultural  exports  over 

our  manufac hired  exports. 

(c)  The  balance  of  trade  during  the  early 

and  later  years  of  this  period. 

(d)  Character  and  relative  importance  of 

our  trade  with  the  following  coun- 
tries: Great  Britain,  Germany, 

France,  Netherlands,  Italy,  Belgium, 
{e)  Effects  of  high  tariffs  on  our  trade 
with  Russia  and  Austria-Hungary. 
(/)  Relative  importance  of  our  trade  with 
Europe,  Asia,  Africa. 

(g)  Slow  growth  of  our  trade  with  Mexico, 

Central  and  South  America  up  to 
1 8 go;  causes;  effects  of  the  Pan- 
American  Congress  and  the  negotia- 
tion of  reciprocity  treaties. 

(h)  Other  important  matters  of  this  period 

affecting  our  commercial  expansion: 
The  establishment  in  igo^  of  a De- 
partment of  Commerce  with  its  head 


SYLLABUS  IN  HISTORY  185 

a ranking  officer  in  the  President's 
cabinet;  the  spread  of  commercial 
education;  the  failure  to  teach  our 
commercial  agents  the  Spanish  and 
Portuguese  languages  so  as  to  give 
them  better  commercial  opportuni- 
ties in  South  American  countries; 
the  building  of  the  Panama  canal; 
purpose,  results. 

f American  commerce  and  the  world  war. 

(1)  Consideration  of  the  question;  the  extent  to 

which  commercial  causes  led  the  United 
States  to  enter  the  war. 

(2)  Creation  of  a shipping  board;  its  purposes 

and  achievements. 

(3)  The  story  of  our  foreign  commerce  during  the 

war. 

(4)  Beginnings  of  a new  era  in  commercial  affairs 

and  international  law  and  diplomacy. 

4 Weights  and  measures  (notebook  topic). 

a Necessity  of  standard  weights  and  measures  as  part 
of  a system  of  exchange. 
b Origin  and  history. 
c Adoption  by  the  United  States. 

5 Stock  and  produce  exchange. 

a Meaning  of  “ stock  exchange  ” ; good  and  bad  fea- 
tures. 

b Brief  history  of  the  New  York  Stock  Exchange  as  a 
typical  illustration. 

c Meaning  of  produce  exchange  ” ; good  and  bad 
features. 

d Brief  history  of  the  Chicago  Produce  Exchange  as  a 
typical  illustration. 

6 Consuls. 

a Origin  and  meaning  of  the  office  of  consul. 
b The  constilar  system  of  the  United  States ; brief  his- 
tory and  its  importance  in  connection  with  our 
foreign  commerce. 

7 Middlemen. 

a Meaning  and  examples:  distinction  between  whole- 
salers and  retailers;  stockbrokers  etc. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


l86 


b The  importance  of  middlemen  in  carrying  on  the 
work  of  exchange;  examples  from  our  history 
showing  the  relation  of  middlemen  to  the  indus- 
trial and  commercial  growth  of  our  country;  the 
early  fur  trader,  the  country  storekeeper  of  early 
days,  some  of  the  great  merchants  and  foreign 
traders  of  our  history. 

c An  examination  of  the  cause  and  the  justice  of  the 
ill  feeling  often  expressed  against  the  '‘middle- 
man.” 

8 Some  problems  growing  out  of  production  and  exchange, 
a Growth  of  the  problem  of  business  organization  for 
the  ownership,  control  and  management  of  the 
producing  and  carrying  industries. 

(1)  Simplicity  of  early  business  organization;  the 

individual  owner  and  manager;  the  appren- 
ticeship system. 

(2)  Partnership  organization. 

(a)  Characteristics. 

(b)  Role  it  has  played. 

(c)  Displaced  by. 

(3)  The  corporation. 

(a)  Origin  and  characteristics. 

{b)  Advantages  and  disadvantages. 

(c)  Their  possibilities  led  to. 

(4)  Combinations  (trusts). 

(a)  Origin  in  the  waste  of  competition. 

{b)  Economies. 

(c)  Advantages:  to  owners;  to  society. 

(d)  Their  powers  lead  to. 

(5)  Monopolies. 

(a)  Principal  kinds. 

(1)  General  welfare  monopolies: 

patents,  copyrights,  trade- 
marks. 

(2)  Special  privilege  monopolies: 

those  based  on  public  fran- 
chises ; those  based  on  private 
grants. 


SYLLABUS  IN  HISTORY 


187 


(3)  Natural  monopolies:  those  aris- 
ing from  limitation  of  raw 
material;  those  arising  from 
peculiar  characteristics  of  the 
business  itself ; those  arising 
from  secrecy. 

(b)  Evils  of. 

(c)  Proposed  remedies:  enforced  competi- 

tion; public  control;  public  owner- 
ship. 

b The  problem  of  conservation  of  natural  resources. 

(1)  The  reclamation  of  abandoned  farms;  causes 

of  loss  of  fertility. 

(2)  Reclamation  of  desert  and  swamp  lands. 

(3)  Conservation  of  forests,  minerals,  water 

power. 

9 How  these  questions  are  linked  up  with  the  problem 
of  trusts  and  monopolies. 

a Danger  of  land  monopoly;  does  our  history  point  to 
a possibility  of  such  land  monopoly  as  exists  in 
England  and  Scotland? 

b The  problem  of  our  merchant  marine  and  the  exten- 
sion of  our  foreign  markets. 

(1)  A brief  sketch  of  our  merchant  marine  with 

tables  or  diagrams  showing  its  checkered 
career,  causes  of  its  success  at  some  periods 
and  its  great  decline  at  others.  Proposed 
means  of  building  up  our  merchant  marine, 
including  the  chief  provisions  of  the  foreign 
registry  act  and  emergency  shipping  act. 

(2)  The  need  of  an  extension  of  our  foreign  mar- 

kets; some  reasons  for  our  failures  in  this 
direction,  for  example,  lack  of  a large 
efficient  merchant  marine;  failure  to  keep 
up  with  our  rivals  in  commercial  educa- 
tion and  training;  failure  to  adapt  our- 
selves to  the  habits  and  prejudices  of 
foreigners ; effect  of  “ trade-unionism,”  etc. 

E Distribution 

I Factors  which  aid  in  the  production  of  wealth  and  which 
are  therefore  entitled  to  share  in  the  proceeds  of 
industry. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


l88 


a Land,  o^ften  called  a natural  agent,  which  forms  the 
basis  of  all  wealth,  receives  rent, 
b Labor  which  adapts  the  materials  of  nature  to  the 
satisfaction  of  human  wants,  receives  wages, 
c Capital  which  is  wealth  used  in  production,  receives 
interest. 

d The  entrepreneur  or  manager,  who  organizes  and 
conducts  an  industry,  receives  for  his  managing 
ability,  profits. 

e Government,  zvhich  furnishes  the  conditions  under 
which  production  may  be  carried  on,  receives 
taxes. 

Note:  Careful  distinction  should  be  made  between 

economic  rent  and  the  term  rent  used  in  its  .every 
day  sense. 

2 Property. 

a Its  meaning;  distinction  between  private  and  public 
property. 

b Origin  of  property. 

c Relation  of  property  to  our  economic  life;  its 
importance. 

3 Land  and  rent. 

Land 

a Private  ownership  of  land;  its  origin, 
b Ownership  of  land  among  the  American  Indians; 
tribal  rather  than  personal ; compare  with  Ger- 
manic tribes  and  other  primitive  peoples. 
c Methods  by  which  the  colonists  secured  the  Indians’ 
land. 

d Land  ownership  in  colonial  times ; small  farms ; 
plantations ; patroon  estates ; the  “ commons  ” of 
New  England  towns. 

e The  United  States  Government  as  a land  owner; 
the  fofiner  saying,  Uncle  Sam  is  rich  enough  to 
give  us  all  a form/' 

f The  governmenf s methods  of  disposing  of  its  lands 
and  of  opening  up  new  territory;  for  example, 
(1)  railroad  grants,  (2)  the  homestead  act;  desert 
land  act;  recent  acts. 

g Work  of  the  federal  and  state  governments  in  the 
reclamation  of  waste  lands. 
h Lands  now  owned  by  the  federal  government. 


SYLLABUS  IN  HISTORY 


189 


i Lands  now  owned  by  New  York  State. 

Rent 

a Distinction  hetzveen  economic  rent  and  the  term  rent 
as  ordinarily  used, 
b Hozv  economic  rent  arises. 

( 1 ) From  difference  of  fertility  of  soil. 

(2)  From  difference  of  location, 
c Landlord  and  tenant;  meaning. 

d Conditions  affecting  the  value  and  rent  of  farm 
lands;  fertility,  access  to  markets,  etc. 
e Conditions  affecting  the  value  and  rent  of  urban 
land. 

f The  increase  of  land  values. 

(1)  By  improvements  made  by  the  ozvner. 

(2)  By  society;  meaning  of  the  expression  “un- 

earned increment” ; take  the  purchase  of 
Manhattan  island  from  the  Indians  for  $24 
and  its  present  value  as  an  example;  the 
theory  of  the  single  tax  ” ; arguments  for 
and  against ; brief  account  of  Henry  George. 
g Small  farms  versus  large  land  holdings;  ownership 
of  land  by  syndicates;  present  conditions  in  our 
country  in  these  respects. 

h Lrivate  ownership  of  natural  resources  by  cor- 
porations. 

Consideration  of  g and  h from  the  standpoint  of  economic 
rent  and  the  concentration  of  wealth. 

4 Capital  and  interest. 

Capital 

a Land  and  labor  the  primary  factors  in  production; 
capital  (often  called  the  “ tools  of  production  ”) 
a secondary  factor,  produced  by  the  application  of 
labor  to  the  resources  of  nature;  examples : fac- 
tories, machinery  etc. ; origin  of  capital,  thrift. 
b Scarcity  and  ozvner  ship  of  capital  in  early  colonial 
days;  capital  under  the  apprenticeship  system. 
c Great  changes  in  the  importance  and  ozvnership  of 
capital  grozving  out  of  the  application  of  steam  to 
industry  and  the  rise  of  the  factory  system;  study 
the  transition  from  the  period  of  household  indus- 
try to  the  factory  system;  the  present  coopera- 


190  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

tive  ownership  of  capital;  banks,  insurance  com- 
panies, benevolent  and  religious  societies  as  in- 
direct employers. 

d The  rise  of  a wage-earning  class  who  work  with 
the  capital;  that  is,  the  tools  of  production,  be- 
longing to  the  employer. 

e The  necessity  of  a wage  system  for  the  remunera- 
tion of  labor;  the  worker  no  longer  has  what  he 
produces;  he  receives  money  wages  instead  of 
economic  goods. 

/ Study  local  industries  as  illustrations. 

Interest 

a Why  interest  is  paid  for  the  use  of  capital. 

b Methods  of  accumulating  capital  for  purposes  of 
production:  (i)  by  individuals;  (2)  by  banks; 
(3)  by  stock  companies;  (4)  investment,  insur- 
ance and  other  companies;  explanations  and  ex- 
amples. 

c Rates  of  interest  in  different  states ; usury  laws ; 
conditions  affecting  the  rate  of  interest ; compare, 
for  example,  rates  of  interest  in  the  west  in  pioneer 
days  with  the  rates  in  the  east. 

5 Labor  and  wages. 

Labor 

a Labor,  in  an  economic  sense,  includes  not  only  those 
engaged  directly  in  production,  as  farmers  and 
factory  workers,  but  also  those  who  aid  indirectly 
in  production,  as  merchants,  doctors,  teachers  etc. 

b Brief  study  of  occupations ; for  example,  the  number 
and  character  of  occupations  in  colonial  times; 
effect  on  occupations  of  (i)  the  rise  of  the  factory 
system  and  the  division  of  labor;  (2)  inventions. 

c Origin  and  character  of  our  labor  force;  (i)  native 
labor;  (2)  foreign  labor. 

d Classification  of  laborers:  the  professions;  captains 
of  industry  or  entrepreneurs;  skilled  labor;  semi- 
skilled labor;  unskilled  labor;  relative  importance 
in  developing  our  resources  and  in  the  progress 
of  our  country. 

Wages 

a Classification:  salaries,  fees,  commissions,  wages; 
meaning  and  examples. 


SYLLABUS  IN  HISTORY 


191 


h Relative  compensation  of  the  different  kinds  of  labor 
mentioned  under  d above. 

c Hours  of  labor;  effect  of  inventions,  improved  meth- 
ods and  labor-saving  devices  on  the  length  of  the 
working  day;  compare,  for  example,  the  hours  of 
labor  in  the  early  period  of  our  history  with  those 
of  the  present. 

d Organized  labor;  meaning;  pertains  chiefly  to  wage 
earners  engaged  in  the  industries;  gradual  change 
of  the  “ trades  union  ” into  the  “ labor  union  ” and 
“ industrial  unions  ” ; the  reasons  for  such  change. 

e The  labor  union;  purposes;  advantages  and  disad- 
vantages ; brief  history  of  some  of  the  great  labor 
organizations,  for  example,  American  Federation 
of  Labor,  the  United  Mine  Workers. 

/ ""  Organized  capital  ” in  its  relation  to  organized 
labor;  the  two  illustrating  the  necessity  for  coop- 
eration between  capital  and  labor. 

6 Managing  ability  and  profits. 

Managing  ability 

Business  managers  and  captains  of  industry,  often 
called  entrepreneurs ; their  importance  in  modem 
business  and  industry ; study  several  conspicuous 
examples  in  American  history. 

Profits 

a Distinguish  between  profits  and  interest. 

b The  large  profits  which  often  go  to  managing  ability; 
why;  effect  on  the  concentration  of  wealth  during 
the  last  half  century. 

7 Government  and  taxes;  also  other  government  income. 

Government 

a Reasons  why  government  requires  a share  in  the 
proceeds  of  production:  to  provide,  for  example, 
security  of  the  individual  citizen ; protection  of 
property  rights ; education ; care  of  the  poor  and 
unfortunate;  army  and  navy. 

b The  taxing  units:  federal  government,  state  govern- 
ments, local  governments  — county,  city,  town, 
school  district. 

c Public  debts  — national,  state,  local;  for  what  pur- 
poses incurred;  examples. 


192 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Taxes 

a Definitions:  tax;  taxation;  eminent  domain;  requi- 
sition. Difference  between  taxation  and  robbery; 
evils  of  excessive  taxation. 
b Principles  of  taxation;  what  constitutes  a just  tax? 
c Kinds  of  taxes;  definitions. 

(1)  Direct  taxes:  property  tax,  income  tax,  in- 

heritance tax,  poll  tax. 

(2)  Indirect  taxes:  excise  taxes,  customs  duties. 
d Other  sources  of  government  income: 

(1)  From  government  ownership  of  public  lands 

and  public  industries. 

(2)  Fees  and  special  assessments. 

(3)  Miscellaneous — gifts,  fines,  forfeits,  escheats 

etc. 

(4)  Temporary  revenues  (to  be  repaid)  : loans  by 

bond  issues  and  by  treasury  notes;  Liberty 
Bonds,  War  Savings  Stamps. 

Brief  history  of  federal  and  state  taxation. 

Federal 

a Constitutional  taxing  power  of  the  Federal  Govern- 
ment. 

b Forms  of  taxation  most  used  by  the  Federal  Govern- 
ment: 

(1)  Customs  duties;  distinction  between  absolute 

free  trade,  tariff  for  revenue  only,  and  tariff 
for  protection;  brief  history  of  the  tariff 
as  a source  of  revenue. 

(2)  Excise  taxes;  history  and  importance  as  a 

source  of  revenue. 

(3)  The  federal  income  tax;  history  and  present 

importance  as  a revenue  measure. 
c War  taxes  with  special  reference  to  the  world  war. 
State  and  local 
State 

a Forms  of  taxation  used  by  state  governments: 

(1)  General  property  tax. 

(2)  Inheritance  tax. 

(3)  Corporation  tax. 

(4)  Mortgage  tax. 

(5)  Franchise  tax. 

(6)  Poll  tax. 

(7)  Licenses.  (8)  Income. 


SYLLABUS  IN  HISTORY 


193 


Local 

(1)  General  property  tax. 

(2)  Licenses. 

(3)  Fines. 

(4)  Special  assessments. 

Some  problems  growing  out  of  the  distribution  of  wealth. 

Distribution,  dealing  as  it  does  with  the  distribution  of 
wealth  and  of  personal  and  family  incomes,  is  itself 
one  of  the  greatest  problems  of  economics. 

Here  belong  the  economic  phases  of  the  struggle  be- 
tween labor  and  capital ; illustrated  by : 

(1)  Strikes,  boycotts,  the  closed  shop,  sabotage, 

syndicalism,  collective  bargaining,  etc. 

(2)  The  power  of  organized  capital,  the  lockout, 

the  open  shop,  individual  bargaining,  the 

sweat  shop,  etc. 

(3)  Poverty  which  entails  such  economic  loss  and 

waste  upon  society  and  the  State. 

The  study  of  these  questions  should  be  approached  with 
an  understanding  and  a comparison  of  the  value  and 
justice  of  prevailing  ideals  of  what  constitutes  fair 
distribution;  for  example  the  following: 

“ Suggested  ideals  of  distributive  justice,  etc.” 

(1)  The  commercial  ideal:  high  rewards  for 

persons  of  special  ability,  attainment  or 

position. 

(2)  The  communistic  ideal:  equal  division  of  all 

goods,  or  division  according  to  the  maxim : 

“ From  everyone  according  to  his  ability;  to 

everyone  according  to  his  needs.” 

(3)  The  socialistic  ideal:  to  everyone  according  to 

his  labor-service  to  society. 

(4)  The  democratic  ideal:  to  everyone  according 

to  the  value  of  his  services. 

The  above  brief  statement  of  the  several  ideals  of  dis- 
tributive justice  is  designed  to  suggest  the  difference 
of  viewpoints  rather  than  to  afford  an  adequate 
description  of  each.  Communism  and  socialism  really 
differ  not  so  much  in  ideals  as  in  the  social  mechan- 
isms by  which  they  hope  to  reach  the  ideal  result. 
The  stated  ideals  of  the  socialistic  and  democratic 
system  are  somewhat  similar,  but  are  to  be  distin- 


194 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


guished  in  that  (a)  socialism  requires  some  govern-  | 
mental  appraisal  of  labor-service,  while  competition  I 
in  a democracy  furnishes  at  least  a tangible  criterion 
of  service  in  terms  of  exchange-value;  (b)  essen- 
tially different  economic  programs  are  advocated  as 
the  means  of  attaining  them. 


SYLLABUS  IN  HISTORY 


195 


V Social  development  in  the  United  States. 

Men  form  groups  and  act  as  one,  partly  by  instinct  and  partly  as  the 
result  of  intelligent  deliberation  and  planning.  The  most  important  factor 
in  producing  social  phenomena  is  a common  need  that  can  best  be  met  by 
cooperative  action. 

Introduction.  Meaning  of  social  development:  it  has  to  do  more 
particularly  with  those  institutions  and  influences  which  affect  the 
daily  life  of  a people;  it  deals  with  the  ctcstoms  and  habits  of  in- 
dividuals in  their  daily  intercourse  and  group  activities;  in  its  broader 
sense  it  includes  economic  as  vOell  as  political  relations;  in  its  nar- 
rower sense,  as  used  in  this  topic,  it  lays  the  emphasis  on  those  social 
activities  which  are  in  the  main  nonpolitical  and  noneconomic. 

In  discussing  social  institutions,  however,  economic  and  political 
forces  must  be  taken  into  account  as  modifying  influences.  The 
principal  social  institutions  from  this  point  of  view  may  be  outlined 
as  follows:  (a)  the  family,  {b)  educational  institutions,  (c)  relig- 
ious institutions;  {d)  social  service  institutions,  (e)  other  social 
influences. 

A The  family. 

1 Preliminary  view;  some  types  of  homes  in  the  United 

States  today. 

a Mainly  under  rural  influences. 

(1)  Home  of  the  prosperous  farmer  who  lives 

near  good  roads,  railways,  schools,  tele- 
phones, and  gets  daily  mail. 

(2)  Home  of  the  poor  negro  of  the  South. 

(3)  Home  of  the  ‘‘poor  white''  in  the  mountains. 

(4)  Home  of  the  ranchman  or  large  wheat  grower 

of  the  West. 

b Homes  mainly  under  urban  or  social  influences. 

(1)  The  city  home  of  wealth  and  luxury. 

(2)  City  home  of  the  “middle  class." 

(3)  Home  of  the  city  man  who  does  night  work; 

for  example,  bakers,  policemen,  railway 
men,  telegraph  operators,  glass  and  steel 
workers  in  mills,  etc. 

(4)  The  tenement  home. 

(5)  Home  where  the  mother  is  the  bread-winner. 

(6)  Home  where  the  children  are  the  bread- 

winners. 

2 Standard  of  living;  meaning;  EngeFs  law. 

3 Importance  of  the  home  ?ts  the  foundation  social  unit 

of  the  state. 

T 


196 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


It  is  impossible  to  overestimate  the  importance  of  the  home  in  the 
American  system  of  society  and  government.  The  good  home  fosters  every 
vital  principle  upon  which  American  institutions  rest.  Of  all  schools  it  is 
the  best  and  the  most  far-reaching  in  its  influence.  Such  a home  teaches 
the  Galilean  principles  of  love,  self-sacrifice  and  devotion  better  than  any 
church;  and  it  stands  as  the  Nation’s  mightiest  protest  against  every  form 
of  social  evil.  The  well-organized  American  household  is  a most  perfect 
type  of  government.  There  is  not  a principle  which  makes  for  strong, 
efficient  citizenship  that  is  not  taught  and  daily  exemplified  in  such  a family 
organization  — justice,  equality,  the  rights  of  property,  the  care  and  pro- 
tection of  the  weak  and  unfortunate,  respect  for  law  and  order,  cooperation 
for  the  common  good  — every  citizen  .virtue  flourishes  here. 

4 Pioneer  home  life, 

a Study  of  the  colonial  New  England  home. 

h Study  of  home  life  on  a southern  plantation  in  colo- 
nial days. 

c Characteristics  of  the  home  life  of  the  western 
pioneers. 

d Virtues  and  traits  of  character  developed  by  pioneer 
life;  their  influence  on  our  history;  conspicuous 
examples.  Plardships  they  endured. 

5 Home  life  as  modihed  by  inventions ; homes  of  the  indus- 

trial stage  of  our  history. 

a Compare  the  conveniences  and  comforts  of  the  home 
of  the  average  wage  earner  today  with  those  of 
the  worker  of  the  handicraft  period  of  our  history. 

b Trace  the  changes  in  home  life  brought  about  by 
inventions;  for  example,  friction  match,  cook 
stoves,  spinning  and  weaving  machines,  sewing 
machine,  washing  machines,  oil  lamps,  electric 
lights,  the  vacuum  cleaner. 

6 Home  life  as  modified  by  state  interference. 

a The  laissez-faire  as  distinguished  from  the  active 
policy  of  government. 

b The  active  policy  of  government  applied  to  the  home; 
some  examples:  building  codes,  plumbing  and  wir- 
ing, fire  protection,  water  and  lighting  regulations, 
care  of  garbage,  quarantine,  medical  inspection, 
etc. 

7 Home  ozunership. 

a Advantages  to  the  family  and  the  community  of  home 
ownership. 

b Home  ownership  in  our  earH  history;  disappearance 
of  the  ''old  homestead.'* 


SYLLABUS  IN  HISTORY 


197 


c Declining  percentage  of  home  owners  during  the  last 
half  century;  causes;  serious  results. 

8 Some  dangers  which  threaten  the  modern  home. 

a Frequency  of  divorce;  due  to  some  extent  to  lax 
marriage  and  divorce  laws  and  to  a lack  of 
uniformity  of  such  laws  in  the  several  states. 
b The  growing  tendency  of  families  to  live  in  hotels 
and  boarding  houses. 

c Neglect  of  the  home  by  fathers  and  mothers,  owing 
to  business  and  social  affairs. 
d The  increasing  employment  of  v/omen  in  business  and 
industry. 

e Failure  to  give  the  mother  proper  state  aid  when  she 
is  left  as  the  only  support  of  her  children. 

/ Luxury  etc. 

B Educational  institutions. 

Introductory  topic:  the  importance  of  education  among  a 
self-governing  people. 

The  school  is  the  auxiliary  institution  founded  for  the  purpose  of 
reinforcing  the  education  of  the  four  fundamental  institutions  of  civilization. 
These  are  the  family,  civil  society  (devoted  to  providing  for  the  'wants  of 
food,  clothing  and  shelter),  the  state,  the  church.  The  characteristic  of  the 
school  is  that  it  deals  ■with  the  means  necessary  for  the  acquirement,  preser- 
vation and  communication  of  intelligence.  The  difference  between  the  part 
of  education  acquired  in  the  family  and  that  part  of  education  acquired  in  the 
school  is  immense  and  incalculable.  The  family  arts  and  trades,  manners 
and  customs,  habits  and  beliefs,  form  a sort  of  close-fitting  spiritual  vesture : 
a garment  of  the  soul  always  worn,  and  expressive  of  the  native  character 
not  so  much  of  the  individual  as  of  his  tribe  or  family  or  community.  . . . 
This  close-fitting  garment  of  habit  gives  him  direction  but  does  not  give  him 
self-direction  or  freedom.  He  does  what  he  does  blindly,  from  the  habit  of 
following  custom  and  doing  as  others  do.  But  the  school  gives  a different 
sort  of  training;  its  discipline  is  for  the  freedom  of  the  individual.  . . . 
The  discipline  of  the  school  forms  a sort  of  conscious  superstructure  to  the 
unconscious  basis  of  habits  which  have  been  acquired  in  the  family. 

I The  origin  and  development  of  the  people’s  schools, 
a Beginnings  of  public  education. 

' (i)  In  Virginia  (1616-20). 

(2)  In  New  Netherlands  (1638). 

(3)  In  Massachusetts  (1635)  : the  Boston  Latin 

Grammar  School. 

h Educational  development  in  the  colonies;  character 
and  examples. 

c Growth  and  influence  of  the  academies. 

(i)  Decline  in  efficiency  of  the  colonial  grammar 
schools  toward  latter  part  of  the  eighteenth 
century. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


198 


(2)  Rise  of  the  academy;  the  successor  of  the  old 
grammar  school  and  the  forerunner  of  the 
high  school;  the  undisputed  leader  in  second- 
ary education  from  the  Revolution  to  the 
middle  of  the  nineteenth  century. 
d The  educational  revival;  influence  of  Horace  Mann. 

(1)  Deplorable  condition  of  the  common  schools 

for  a half  century  or  more  following  the 
Revolutionary  War;  inefficiency  of  the  dis- 
trict schools,  lack  of  preparation  of  teacher; 
general  attitude  toward  schools  and 
teachers ; rate  bills,  etc. 

(2)  Sketch  of  Horace  Mann;  his  work  as 

secretary  for  twelve  years  of  the  Massa- 
chusetts board  of  education;  his  reforms 
typical  of  the  leading  improvements  made 
in  common  school  education  to  1850  or  later. 
e Main  features  in  the  growth  of  public  schools  in  the 
United  States  since  the  Civil  War. 

(1)  Elementary  education. 

(a)  Rural:  the  district  school  system; 
organization;  subjects;  defects; 
changes  in  many  states  to  the  town- 
ship system. 

{b)  Elementary  education  in  villages  and 
cities : the  graded  system ; the  kinder- 
garten ; the  primary  school ; the  gram- 
mar school ; plan  of  organization  and 
administration. 

(2)  Secondary  education:  the  origin,  rapid  growth 

and  importance  of  the  modern  high  school; 
organization,  courses  of  study,  and  equip- 
ment of  an  up-to-date  city  high  school; 
specialized  high  schools,  for  example,  man- 
ual training  and  commercial  high  schools. 

(3)  The  junior  high  school:  recent  origin;  organ- 

ization; problems  it  seeks  to  solve, 
f Other  important  topics  in  public  education. 

(1)  The  spread  of  compulsory  education;  reasons; 

usual  provisions. 

(2)  The  education  of  defectives. 


SYLLABUS  IN  HISTORY 


199 


(3)  Night  schools,  vacation  schools,  continuation 

schools. 

(4)  The  Americanization  movement. 

(5)  Education  of  the  negro  and  the  Indian. 

(a)  Tax-supported  negro  schools. 

{b)  Noted  private  institutions  for  negro 
education. 

(c)  Indian  schools  and  reservations. 

(6)  The  preparation  of  teachers. 

(a)  Normal  schools. 

{h)  Professional  training  in  colleges. 

(c)  The  licensing  of  teachers. 

(7)  Classification  and  importance  of  present-day 

private  schools. 

(8)  Meaning  and  classification  of  ‘‘free  schools.'' 

2 Higher  and  special  education. 

Introductory  topic:  meaning  and  necessity  of  higher 
education. 

a Principal  colonial  colleges:  Harvard,  William  and 
Mary,  Yale,  Princeton,  University  of  Pennsyl- 
vania, Columbia,  Brozvn,  Rutgers,  Dartmouth, 
b The  modern  college  and  'university. 

(1)  Number,  equipment  and  influence. 

(2)  Tendency  toward  practical  and  vocational 

education. 

c Professional  education. 

3 Technical  and  agricultural  education. 

4 Other  educational  influences. 

a Educational  extension ; meaning  and  importance. 
b Newspapers  and  periodicals. 
c Learned  societies  and  associations. 
d Lyceums,  popular  lectures,  museums. 
e Patriotic  societies. 

5 Division  of  state  and  federal  pozfers  with  reference  to 

education. 

a Support,  organization  and  administration  of  educa^ 
tion  mainly  a function  of  our  state  governments, 
b The  United  States  Bureau  of  Education;  United 
States  Commissioner  of  Education;  origin;  func- 
tions. 


8 


200 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


c Tendency  of  the  Federal  Government  to  assume  a 
larger  part  in  education;  this  tendency  as  affected 
by  the  world  war. 

6 History  of  New  York’s  educational  system. 
a Early  Dutch  and  English  schools. 
h The  University  of  the  State  of  New  York, 

(1)  Establishment  (1784)  and  original  purpose. 

To  revive  King’s  College  and  to  promote  the 
establishment  of  schools  and  colleges. 

(2)  Its  development  into  a federation  of  secondary 

schools  and  higher  institutions. 
c Establishment  of  elementary  schools. 

(1)  Act  of  1795. 

(2)  Creation  of  (a)  State  Superintendent  of  Com- 

mon Schools  (1812);  {h)  Department  of 
Public  Instruction  (1854). 

d The  University  of  the  State  of  New  York  and  the 
Department  of  Public  Instruction  consolidated 
(1904). 

(1)  Control  of  all  educational  activities  in  the 

State. 

(2)  The  Board  of  Regents. 

(a)  The  Commissioner  of  Education. 

{h)  Departments  and  divisions. 

(c)  Local  school  officers. 

e History  of  the  establishment  of  free  schools  in  Nezv 
York  State. 

C Religious  institutions. 

Introduction.  Importance  of  religion  and  morality  in 
advancing  the  welfare  of  society  and  in  insuring  the  perpetuity 
of  the  state.  “ Moral  and  religious  needs  are  inherent  in  the 
social  nature  of  man  and  are  closely  related  to  each  other. 
They  depend  upon  the  fact  that  men  feel  the  need  of  con- 
trolling and  regulating  their  action  by  some  influence  outside 
of  themselves.”  Religious  teaching  recognizes  and  develops 
the  spiritual  nature  of  man. 

1 Influence  of  religious  motives  in  the  discovery  and  settle- 

ment of  America. 

2 Religious  influences  during  colonial  times. 

a Examples  of  religious  intolerance. 


SYLLABUS  IN  HISTORY 


201 


b Growth  of  religious  toleration  and  the  establishment 
of  the  principle  of  the  separation  of  church  and 
state. 

3 Complete  religious  freedom  established  by  the  federal 

Constitution. 

4 The  United  States  a Christian  nation;  meaning  of  this 

expression. 

a Its  fundamental  moral  laws  founded  upon  the 
teachings  of  the  Bible, 
b Origin  of  the  term  Christian. 

c Examples  to  show  to  what  extent  our  moral  laws  are 
founded  in  teachings  of  the  Bible. 

5 Religious  toleration  a characteristic  of  democracy  ivith  a 

growing  tendency  toward  church  federation. 

6 The  influence  of  the  church  in: 

a Raising  political  standards. 

b Improving  economic  conditions  and  raising  the 
standard  of  living  among  the  poor, 
c Social  reforms  (more  fully  outlined  under  the  topic 
Social  service  institutions). 

7 Tendency  of  the  modern  church  to  lay  its  chief  emphasis 

on  moral  rather  than  doctrinal  matters, 
a Moral  teaching. 

(1)  The  Golden  Rule. 

(2)  Loyalty,  justice,  charity, 
b Social  teaching. 

(1)  The  worth  and  dignity  of  the  individual. 

(2)  The  brotherhood  of  man. 

D Social  service  institutions. 

1 Public. 

a Tendency  of  government  more  and  more  to  assume 
responsibility  for  the  social  welfare  of  its  citizens, 
b Health  and  protection  of  the  community, 
c Recreation:  playgrounds,  parks  etc. 
d Care  of  defectives, 
e Administration  of  charities, 
f Education.  (Outlined  above,  pages  197-200.) 

2 Private. 

a Religious  in  character;  for  example,  Y.  M.  C.  A., 
Y.  W.  C.  A.,  Salvation  Army,  K.  C.,  Y.  M.  H.  A., 
etc. 


202 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


E Other  private  institutions  mainly  social  and  recreational: 

theaters,  lodges,  clubs  etc. 

F Military  and  patriotic  societies. 

G Great  social  reforms;  completed  or  in  progress. 

1 The  abolition  of  slavery. 

2 Prohibition  of  the  liquor  traffic. 

3 Child  labor,  with  special  reference  to  the  federal  child 

labor  law. 

4 Enlightened  attitude  of  the  state  toward  its  unfortunate 

citizens. 

a Reform  in  prison  administration, 
b Treatment  of  juvenile  delinquents:  juvenile  courts, 
probation  officers,  industrial  schools,  social  settle- 
ment houses,  etc. 

5 Improvement  in  labor  conditions : factory  inspection, 

sanitation,  shorter  hours,  welfare  work,  workman's 
compensation  laws,  health  insurance,  etc. 

6 Impetus  given  to  more  healthful,  wholesome  living  by  our 

participation  in  the  world  war  for  democracy. 

7 Social  and  political  progress  during  our  history  marked 

by  the  gradual  increase  in  the  rights  granted  to  women: 
in  regard  to 

a Civil  rights,  property  rights,  education  etc. 
b Political  rights:  voting  and  holding  office. 

The  war  on  poverty. 

1 Growing  realization  of  the  disastrous  effects  of  poverty 

on  physical,  intellectual  and  moral  development,  espe- 
cially under  slum  conditions. 

2 Note  that  much  of  the  work  along  social  lines  seeks  to 

remove  the  causes  of  poverty  and  squalor. 

I Relative  importance  of  the  state  government  and  the  national 
government  in  the  various  lines  of  social  development  under 
our  system  of  political  organization ; this  should  be  kept  con- 
stantly in  mind  in  the  study  of  our  social  development  as  it 
gives  the  pupil  a correct  understanding  of  the  proper  func- 
tions of  state  and  nation  tinder  our  arrangement  of  divided 
powers. 


SYLLABUS  IN  HISTORY 


203 


VI  The  governmental  development  of  the  United  States, 

The  teacher  of  government  should  remember  that  it  is  something 
more  than  a collection  of  facts  that  he  should  impart.  The  result 
of  his  teaching  should  be  not  only  knowledge  but  the  development 
of  an  active  civic  consciousness. 

A Popular  government  as  the  highest  political  ideal  of  society. 

(The  teacher  may  find  it  best  to  give  this  in  lecture 
form  at  the  beginning  of  the  study  of  American  gov- 
ernment.) 

1 Our  English  inheritance. 

a The  ideal  of  self-government  in  local  affairs,  origi- 
nating in  Saxon  England,  and  retained  after  the 
Norman  Conquest,  1066. 

b The  ideal  of  trial  by  a jury-court  of  one's  peers; 

established  in  England  by  Henry  II,  about  1166. 
c The  ideal  of  the  right  of  the  people  of  protection 
from  the  arbitrary  government  of  officials;  the 
Magna  Charta,  1215;  the  Petition  of  Right 
(1628). 

c?  “ No  taxation  without  representation”;  the  model 
parliament  (1295). 

e Representative  government  under  a strictly  limited 
executive;  the  Glorious  Revolution  of  1688:  Bill 
of  Rights  (1689). 

2 Development  of  thought  upon  the  origin  and  purpose  of 

government  during  the  seventeenth,  eighteenth  and 
nineteenth  centuries. 

a The  ‘'divine  right'"  theory  of  the  Stuarts  and  Louis 
XIV. 

h The  opposing  democratic  theory  that  government 
was  created  by  society  for  the  protection  and  zvel- 
fare  of  society  and  individuals, 
c The  need  for  emphasis  of  the  fact  that  the  primary 
purpose  of  government  is  “ good  government,"  not 
“ self-government." 

3 Democratic  government,  still  on  trial  before  the  world. 

a Democratic  government,  on  a large  scale,  of  recent 
origin:  English  democracy,  practically  established, 
i68g,  in  America,  in  France,  began  in  1793. 

b The  two  great  types  of  democratic  government ; Eng- 
land and  France,  centralized  cabinet  government ; 
The  United  States,  a federal  system  of  common- 


204 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


wealths  organized  on  the  principle  of  giving  cer- 
tain powers  only  to  the  central  government. 

4 Note  the  warnings  and  advice  given  the  young  American 
democracy  (see  Washington’s  Farewell  Address). 

B Citizenship  in  our  democracy. 

1 The  meaning  of  '‘citizen''  as  defined  in  our  constitution. 

2 The  process  of  naturalization;  the  restrictions ; the  neces- 

sity of  stimulating  an  appreciation  of  the  value  of 
citizenship. 

3 Voting  in  its  relation  to  citizenship. 

a Voting,  not  considered  as  a right  of  citizenship  in  the 
past;  the  origin  of  this  attitude, 
b Restrictions  upon  voting  in  the  colonies  in  1776. 
c The  provision  for  voting  made  by  the  constitution, 
d Later  development  of  suffrage  in  the  United  States. 

(1)  Gradual,  granting  of  full  manhood  suffrage, 

hastened  by  the  rise  of  the  factory  system 

(1815-45). 

(2)  The  granting  of  the  voting  right  to  declarant 

citizens  in  certain  western  states  in  the  pre- 
Civil  War  period;  reasons:  dangers. 

(3)  The  granting  of  suffrage  to  the  negro:  the 

fourteenth  amendment : the  fifteenth  amend- 
ment; the  later  attempts  of  the  South  to 
restrict  negro  franehise. 

(4)  The  woman  suffrage  movement. 

4 Discussion  of  citizenship  as  a right  or  privilege. 

5 Rights,  deities  and  obligations  of  citizenship  in  our 

democracy. 

a The  distinction  between  civil  and  political  rights, 
b The  distinction  between  rights  of  state,  and  of  United 
States  citizenship, 
c Rights 

( 1 ) The  fundamental  legal  rights  of  protection  for 

life  and  property;  protection  from  arbitrary 
government. 

(Note:  *‘Magna  Charta  rights,”  or  rights  of 
Englishmen  ” ; also  our  American  bill  of 
rights  ” in  federal  and  state  constitutions.) 

(2)  Moral  rights;  the  rapidly  widening  claim  of 

right  to  equal  opportunities  for  health,  edu- 
cation and  general  welfare. 


I 


SYLLABUS  IN  HISTORY 


205 


(Have  the  pupil  enumerate  many  examples  of 
what  our  government  is  now  doing  for  us 
in  this  line.) 

d The  reasons  why  the  obligations  of  citizenship  are 
more  compelling  in  a democracy  than  in  an 
autocracy. 

The  duties  of  citizenship  are  always  equal  to  its  rights;  duty  is  largely 
matter  of  morals. 

e Duties  and  obligations. 

(1)  Legal  requirements:  obedience  to  law,  jur)' 

and  military  service. 

(2)  The  moral  obligations  of  intelligent  under- 

standing of  our  government  and  its  ideals; 
active  cooperation  and  interest  in  the  wel- 
fare of  the  government  (note  what  high 
school  pupils  can  do  today,  tomorrow,  next 
year)  ; a proper  democratic  attitude  toward 
one’s  fellow  citizens  and  their  interests. 

6 Training  for  citizenship  in  our  democracy. 

a The  important  influence  of  the  American  home. 

( 1 ) Obligation  of  right  marriage,  so  that  the  chil- 

dren of  the  nation  may'  have  in'telligent 
parents,  and  a happy,  healthful  environment 
in  which  to  live ; marriage  regulation, 
mothers’  pensions,  etc. 

(2)  Training  of  children  in  the  democratic  virtues : 

respect  for  authority,  voluntary  obedience, 
honesty,  self-control,  cooperation,  respon- 
sibility to  obligations. 

b The  part  played  by  the  public  school  in  civic  training. 
(i)  Universal  education,  a developing  American 
ideal. 

(a)  Origin  of  the  public  school  system  in 

colonial  times;  how  supported. 

(b)  The  compulsory  school  attendance  law : 

first  opposed  as  undemocratic ; pres- 
ent-day requirements. 

(c)  Free  high  schools,  a growth  since  the 

Civil  War;  reason  for  some  present- 
day  opposition  to  them;  their  neces- 
sity. 

(d)  Free  universities:  in  how  far  an  actu- 

ality ; the  ideal  for  the  future. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


)6 


(2)  The  educational  ideal  for  the  public  school  I 
systems  of  our  democracy.  j 

(a)  A sound  body,  as  the  basis  for  a sound  i 

mind.  I 

{b)  A well-rounded  general  education,  for 
the  development  of  a broad-minded 
intelligence  and  morality  in  its  citizens. 

(c)  A clear  teaching  of  national  American 
ideals.  (See  topic  on  American 
ideals.)  ^ 

{(i)  A knowledge  of  American  government : 
functions,  machinery,  administration, 
problems  to  be  solved ; and  the  devel- 
opment of  an  active  civic  conscious- 
ness. 

(e)  The  present-day  question  of  the  place 
for  technical  training  in  our  schools. 

“A  citizen  should  not  only  be  good,  but  good  for  something,” 

c The  part  played  by  the  boys  and  girls  themselves, 
d The  call  of  the  times  for 

(1)  Public-spirited  citizens;  the  fight  is  on  for 

democracy,  within  as  well  as  without. 

(2)  Enlightened  public  opinion. 

(3)  Proper  patriotism. 

(a)  The  abandonment  of  extreme  individ- 

ualism ; and  the  cultivation  of  a 
strong  community  spirit  of  coopera- 
tion. 

(b)  False  ideas  of  patriotism:  race  hatred, 

national  jealousy,  the  feeling  that  the 
individual  code  of  honor  does  not 
apply  to  the  state. 

(r)  Loyalty  to  one’s  country  is  as  essential 
as  loyalty  to  one’s  parents. 

C Popular  control  of  government. 

I Nomination,  election  and  appointment  of  public  officials, 
a Nomination:  historical  development,  present  pro- 
cedure. 

(1)  No  uniform  method  at  first;  sometimes  by 

Congressional,  or  State  legislative  caucus 
or  informal  gatherings. 

(2)  The  rise  of  the  nominating  convention  in 

Jackson’s  day ; cause,  machinery  of  a nomi- 


SYLLABUS  IN  HISTORY 


207 


nating  convention ; the  history  of  the  party 
primary;  its  defects. 

(3)  The  movement  for  primary  reform;  primaries 

brought  under  state  control ; direct  pri- 
maries — time  of  holding,  organization, 
value,  defects. 

(4)  The  use  for  party  conventions  under  the  direct 

primary  system. 

(5)  The  reformed  national  nominating  conven- 

tion; the  presidential  preference  primaiy^; 
the  organization  and  work  of  the  conven- 
tion. 

b Election  of  public  officials. 

( 1 ) hlolding  an  election ; time,  registration,  process 

of  voting,  counting  the  votes,  the  “Aus- 
tralian ballot,”  the  voting  machine,  the  long 
and  short  ballot. 

(2)  Problems  of  nomination  and  election;  gerry- 

mandering, proportional  representation,  cor- 
rupt practices,  the  grounds  for  choice  as  to 
what  oflices  should  be  elective  and  what 
appointive. 

c Appointment  of  public  officials. 

( 1 ) Comparison  between  the  appointing  system  of 

state  and  national  government. 

(2)  The  removal  of  appointive  officers;  recall. 

(3)  Civil  service  reform  in  national,  state  and  local 

government. 

Political  parties. 

a The  necessity  for  political  parties  in  democratic  gov- 
ernment. 

b A comparison  of  our  two-party  system  with  that  of 
the  manifold  party  system  of  France. 
c The  value  of  third  parties  in  our  country’s  histor}L 
d Party  organization  and  work, 
e Party  finance. 

f Parties  and  public  office  — elective  and  appointive, 
g The  boss  and  the  machine;  the  value  of  the  boss ; a 
comparison  of  the  boss  with  the  English  prime 
minister  and  party  whip. 

h The  question  of  the  independent  voter  versus  the 
'‘straight  party  ticket'*  man. 


208 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


D American  governments  at  work. 

I Local  governments.  The  natural  method  of  approach  is 
for  each  teacher  to  deal  with  his  own  locality,  town,  city 
or  village,  first.  The  problem  of  town  and  city  differ  in 
degree  more  than  in  kind;  each  has  to  operate  through 
legislation  and  administration,  the  differences  arising  in 
the  varied  needs  of  these  communities.  The  volume  of 
needs  to  be  met  is  greater  in  city  than  in  village,  yet  each 
organized  community  has  distinct  needs ; the  work  of  its 
political  organization  is  to  meet  these  needs,  first  by  pass- 
ing suitable  measures,  then  by  putting  them  into  effect, 
and  lastly  by  providing  a judiciary  to  judge  of  their 
infractions. 

a Local  governments  in  colonial  times. 

(1)  Town  system  of  New  England  and  county 

system  of  the  South. 

(2)  The  mixed  system  of  the  middle  colonies. 

(3)  Their  retention  today. 

b Local  governments  today;  note  that  these  are  gov- 
ernments of  delegated  powers  only  with  an  in- 
creasing tendency  to  “ home  rule.” 

(1)  The  town:  In  New  England,  the  original  unit 

of  government;  in  New  York,  a rural  com- 
munity with  very  simple  political  organiza- 
tion. The  needs  of  a rural  community, 
police,  roads,  care  of  poor,  etc.  (The 
teacher  should  not  find  it  hard  to  make  his 
own  manual  of  officials  and  duties,  of  jus- 
tices, and  of  town  board  or  town  meeting.) 

(2)  Governments  of  a municipal  character:  here 

the  people  live  more  closely  together ; special 
needs  arise  requiring  broader  governmental 
services;  there  is  an  expansion  of  the  ma- 
chinery of  government. 

The  village:  classes  in  New  York  State: 
legislation  through  representatives  and  ref- 
erendum. (A  teacher  in  a village  has  con- 
crete material  to  illustrate  officials,  police 
justices,  etc. ; for  the  rest  there  is  an  account 
of  the  village  type  in  any  compendium  in 
civics.) 


SYLLABUS  IN  HISTORY 


209 


The  city:  classes  of  cities  in  New  York 
State ; centralization  in  city  government  and 
through  the  short  ballot,  the  commission 
form  of  government  and  the  city  manager 
plan. 

(a)  Administration  in  our  cities,  each  city, 
and  in  some  measure  each  village, 
deals  with  the  following  problems  of 
administration : the  preservation  of 
peace  and  order ; the  police ; the  pro- 
tection of  property  and  persons ; the 
preservation  of  health;  education; 
public  works;  roads  and  buildings; 
art  and  esthetic  development ; city 
planning  and  the  improvement  of  city 
and  county  for  future  generations ; 
charities  and  corrections. 

(3)  The  county:  division  largely  judicial;  a con- 

venient grouping  of  local  units  for  carrying 
out  common  needs ; for  example,  poorhouse, 
county  jail,  etc.  Officials  to  carry  on  county 
work,  board  of  supervisors  to  act  for  the 
whole  county. 

(4)  Ordinance-making  of  local  governments. 

Legislative  powers  delegated  to  counties  and 
municipalities  in  the  constitution  or  in  the 
statutes.  Methods  of  legislation  in  the 
county ; town  meetings  and  their  legisla- 
tive processes ; municipal  legislation ; 
boards  of  aldermen,  city  councils  and  com- 
missions. 

(The  discussion  of  legislation  for  a 
state  applies  with  equal  force  to  that  for  a 
municipality  as  to  number  of  the  cham- 
bers, sessions,  methods  of  organization, 
and  the  nature  of  the  output.  Each 
teacher  must  adjust  his  discussion  to  the 
locality  in  which  he  lives,  whether  town, 
county  or  city.) 

State  governments. 

a Origin  of  their  organi^sation  in  colonial  times. 


210 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


The  three  types,  charter,  proprietary,  royal, 
charters  of  Rhode  Island  and  Connecticut  retained 
as  state  constitutions.  Other  states  modeled  on  the 
colonial  charter  form. 

h State  constitutions:  adoption,  revision,  amendment, 
form. 

The  original  thirteen  colonies  (see  outline  on 
Democracy).  Revision  and  amendment  as  pro- 
vided for  in  New  York  State.  The  form  of  a state 
constitution;  bill  of  right  and  its  purpose;  the 
machinery  of  government;  miscellaneous  pro- 
visions and  their  undue  growth ; method  of  amend- 
ment. 

c The  authority  of  state  governments;  powers  inherent, 
not  delegated. 

Attitude  of  people  toward  state  governments  at 
the  time  of  the  Revolution. 

The  Federal  principle:  reserve  powers  of  the 
state;  state  rights  until  the  Civil  War. 

The  extension  of  federal  authority  in  war;  is 
the  tendency  to  increase? 

d Delegation  hy  the  state  governments  of  powers  to 
local  units. 

e Legislation;  the  exact  number  of  senators  or  assem- 
blymen is  not  so  important  for  the  young  citizen 
to  know  as  the  underlying  principles  for  good 
government. 

(1)  Direct  legislation:  initiative  and  referendum; 

methods  and  results. 

(2)  Legislation  through  representatives. 

Organization  of  the  legislature;  methods 
of  apportioning  and  electing  members ; the 
bicameral  vs.  the  unicameral  system ; officers 
of  the  legislative  chambers;  committees; 
methods  of  procedure;  annual  vs.  biennial 
sessions;  freedom  of  debate;  the  governor’s 
message ; the  party  pledges ; the  initiation  of 
bills ; methods  of  drafting  bills ; committee 
hearings  and  reports ; safeguards  in  the  con- 
stitution and  the  rules ; the  governor’s  veto ; 
the  test  before  the  courts;  power  of  the 
courts  over  legislation  under  our  system ; 


SYLLABUS  IN  HISTORY 


2II 


defects  in  the  system;  lack  of  responsible 
leadership  (compare  English  prime  minis- 
ter) ; lack  of  efficient  drafting  methods ; log- 
rolling and  lobbying;  excessive  number  of 
statutes ; special  and  local  legislation ; temp- 
tation to  young  and  inexperienced  members 
of  the  legislature. 

f Suggested  remedies:  well-guarded  possibilities  of 
direct  legislation;  leadership  by  the  governor  and 
his  officers;  a larger  amount  of  popular  interest 
and  a keener  sense  of  the  citizen’s  responsibilities ; 
proportional  representation;  an  efficient  system  of 
bill  drafting. 

The  teacher  should  take  time  to  make  clear  the  idea  of  law  as  the 
basis  of  social  order  using  for  illustration  the  rules  of  the  school, 
and  if  they  are  available  the  rules  enacted  by  the  pupils’  self-gov- 
ernment organization  or  the  athletic  association.  It  is  improbable 
that  all  teachers  will  be  able  to  convey  to  pupils  an  adequate  idea  of 
the  relation  of  law  to  peace,  justice  and  contentment;  even  those 
teachers  who  have  the  idea  clear  in  their  own  minds  may  not  be 
able  to  convey  it  because  of  the  immaturity  of  the  pupils.  But 
without  a fair  conception  of  law,  a study  of  government  is  an 
aimless  and  a formless  confusion. 

Compare  with  the  English  House  of  Commons  and  the  English 
cabinet  when  possible. 

g Problems  of  state  administration. 

(1)  The  preservation  of  peace  and  order,  the 

police  and  the  militia. 

(2)  The  protection  of  propert>"  and  persons. 

(3)  The  preservation  of  health. 

(4)  Education. 

(5)  Conservation  and  development  of  public  re- 

sources, including  agriculture. 

(6)  Public  works,  roads  and  buildings. 

(7)  Art  and  esthetic  development. 

(8)  City  planning  and  the  development  of  the  city 

and  country  for  future  generations. 

(9)  Charities  and  correction. 

Each  of  the  main  functions,  the  efficient  performance  of  which 
constitutes  the  problem  of  the  ministrant  side  of  government,  is 
studied  by  the  class  as  fully  as  the  time  available  permits;  ^d 
time  is  saved  from  the  discussion  of  machinery  and  organization 


212 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


for  much  fuller  discussion  of  these  functions  than  has  heretofore 
been  the  custom.  Not  a few  teachers  find  it  advisable  to  present  at 
this  point  in  one  meeting  of  the  class' an  outline  of  the  organization 
of  the  federal  administration,  and  then  in  the  discussion  of  each  of 
the  functions  taken  up  bring  into  the  discussion  the  part  played  by 
the  federal  government  as  well  as  that  by  the  state  and  the  local  unit 
in  which  the  school  is  situated.  The  class  takes  up  each  function 
with  the  notion  clearly  in  mind  that  here  is  a great  social  problem 
(the  preservation  of  health,  the  education  of  citizens,  the  care  of 
dependent  and  delinquent  classes)  and  proceeds  to  study  the  present 
available  methods  for  its  solution,  incidentally  learning  something 
of  the  difficulties  in  the  way  of  the  organization  of  public  activities, 
the  selection  of  officials  and  the  securing  of  public  support  for 
efficient  servants  who  are  not  also  efficient  politicians. 

It  is  of  course  impossible  for  all  of  any  class  to  study  all  the 
functions  of  government  thoroughly,  and  it  is  unnecessary  that  this 
be  done.  The  object  sought  is  not  information  about  these  func- 
tions, but  a conception  of  the  way  the  government  works  — a vital 
grasp  of  the  thing  from  an  observation  of  its  detail.  One  small 
group  of  pupils  in  a class  takes  up  the  organization  for  the  care  of 
health,  and  reports  on  this  to  the  class.  They  study  what  is  done 
by  the  local  board  of  health,  the  powers  of  the  board,  its  relation  to 
the  state  board,  the  relation  of  both  to  federal  organs  such  as  the 
Public  Health  Service  of  the  Treasury  Department.  They  know 
something  of  pure  food  activities  of  the  Department  of  Agriculture, 
and  of  the  State;  the  quarantine  laws;  and  the  like.  They  thus 
grasp  as  fully  as  children  of  their  age  can,  the  complicated  system 
of  health  administration  and  form  some  idea  of  the  pernicious 
influence  of  that  type  of  politician  who  thinks  any  faithful  hench- 
man is  suitable  for  a job  in  the  health  department.  It  is  advisable 
to  specialize  a part  of  this  work  when  possible  by  the  discussion  of 
some  epidemic  or  nuisance  with  which  the  pupils  are  acquainted  in 
their  home  lives. 

Another  group  of  the  same  class  may  study  and  report  on  the 
educational  function.  There  is  no  more  illuminating  subject  for 
our  general  purpose.  The  cost  of  the  schools  as  represented  in  the 
city,  the  state  and  the  federal  budgets;  the  powers  of  the  local 
boards ; of  the  State  Commissioner  of  Education ; the  service  ren- 
dered by  the  federal  bureau,  with  its  splendid  system  of  collecting 
and  distributing  information.  The  overlapping  of  functions  and 
the  resulting  waste  of  energy  when  various  units  proceed  to  the 
collecting  of  information  on  the  same  subjects,  here  appear.  Under 


SYLLABUS  IN  HISTORY 


213 


the  growing  activities  of  the  schools,  such'  as  school  lunch  rooms, 
playground  equipment,  etc.,  there  is  introduced  an  elementary  dis- 
cussion of  the  problems  of  public  versus  private  control.  (The 
public  educational  institutions  are  contrasted  with  the  private  ones. 
Lunch  rooms  conducted  by  the  school  are  contrasted  with  lunch 
rooms  to  which  pupils  might  go  in  the  vicinity  which  are  conducted 
by  private  persons.  Paternalism  is  explained  to  some  extent  in  the 
discussion  of  the  compulsory  education  law,  and  the  requirements 
that  the  health  of  the  pupils  be  cared  for.  Hear  the  group  on  this 
subject  with  the  group  studying  health,  and  some  interesting  discus- 
sion generally  results.) 

h Defects  in  our  system. 

(1)  Failure  of  citizens  to  go  to  the  polls. 

(2)  The  spoils  system  still  surviving  in  the  civil 

service. 

(3)  The  long  ballot  which  makes  intelligent  elec- 

tion impossible. 

(4)  The  popular  indifference  to  efficiency  in  public 

and  private  affairs. 

(5)  Public  ignorance  of  the  nature  of  the  work  of 

government  and  therefore  inability  to  judge 
. the  nature  of  the  public  service  required. 

(6)  Tendency  of  the  federal  government  to  en- 

croach on  the  powers  of  the  states. 
i State  and  local  courts:  the  system  of  appeals  makes 

these  virtually  one  system ; they  certainly  should 

somewhere  be  shown  on  a chart. 

(i)  Organization  of  the  courts. 

(a)  The  system  and  basis  of  graded 

courts:  minor  courts,  county  courts, 
state  courts,  special  courts  — probate, 
claims,  juvenile  etc. 

(b)  Officers  of  the  courts;  judges;  func- 

tion of  the  judge  fully  set  forth; 
methods  of  selection;  length  of  term; 
salary;  removal;  juries;  kind  of 
juries,  their  origin  and  the  function 
of  each;  methods  of  selection;  prose- 
cutors and  public  defenders ; other 
officers,  clerks,  recorders  etc. ; the  bar 
and  legal  ethics. 


214 


THE  UMIVEKSJTY  OF  THE  STATE  OF  NEW  YORK 


(2)  rrocediire : criminal  procedure,  eivil  pro- 

eeditre. 

(3)  Defects  in  our  system:  prolonged  litigation, 

expensive  litigation,  complicated  and  tech- 
nical processes. 

(4)  Proposed  remedies. 

(a)  A higher  type  of  judge,  by  appointment 

instead  of  election ; by  a public  opin- 
ion demanding  a better  type  of  judge. 

(b)  Simplitication  of  our  rules  of  practice. 

(c)  A more  intelligent  system  of  legislation 

which  may  produce  laws  that  are 
intelligible. 

Pupils  should  visit  a court  room  when  possible.  If  this  is  not 
possible,  the  teacher  should  make  plain  to  them  in  outline  under 
a and  b,  such  elements  as  the  complaints,  the  answer,  the  charge 
to  the  jury  and  the  like.  A well-conducted  mock  trial  is  found  to 
be  useful  for  this.  Attention  will  be  centered  on  tliese  steps  as 
parts  of  an  effort  to  secure  justice;  not  as  a part  of  a formidable 
and  elaborate  system  to  be  mastered  in  all  its  details. 

y The  execution  of  the  lazv  and  the  administration  of 
public  affairs. 

(i)  The  machinery  of  adfninistration.^ 

(a)  For  the  state  as  a whole:  The  gov- 
ernor; method  of  nomination  and 
election^ ; party  machinery ; party 
activity ; ballots  and  ballot  laws ; 
primary  system ; other  state  officials 

^As  far  as  is  practicable,  the  information  under  (i)  is  graphically  presented 
in  charts.  No  more  time  is  given  in  class  to  recitation  about  machinery  than 
is  necessa^  to  stimulate  the  pupil  to  remember  the  important  facts.  Gen- 
erally the  interest  of  the  work  conducted  as  this  outline  indicates  is  sufficient 
to  accomplish  this  purpose.  It  is  particularly  important  for  the  success  oi 
the  work  that  the  teacher  feel  obliged  to  teach  only  the  facts  that  he  knows, 
and  he  should  know  them  so  well  as  not  to  have  to  refer  to  his  text.  He 
should  be  content  to  teach  the  government  of  the  local  unit  and  state  in 
which  his  school  is  situated;  and  if  he  does  not  know  the  organization  of 
these  he  should  make  an  earnest  effort  during  some  summer  vacation  to 
learn  them  thoroughly.  He  should  not  hesitate  to  say  frankly  that  he  does 
not  know  all  about  the  complicated  mechanism  of  government,  but  is  willing 
to  help  the  pupils  to  learn  as  much  of  it  as  they  wish  to  learn.  He  will  of 
course  avail  himself  of  the  help  to  be  got  from  the  published  reports  of 
public  officials  of  his  locality  and  state.  Many  helpful  pictures  may  be 
obtained  and  some  lantern  slides  are  available  for  an  occasional  illustrated 
lecture. 

^ Here  is  presented  the  organization  of  political  parties  in  the  state  under 
consideration,  with  the  relation  of  this  organization  to  the  national  parties. 
The  methods  of  nominating  and  electing  public  servants  may  here  be  made 
clear 


SYLLABUS  IN  HISTORY 


215 


and  their  selection;  the  short  ballot 
system ; the  permanent  civil  service ; 
the  difference  between  policy  deter- 
mining officials  and  civil  servants; 
some  idea  of  the  history  of  the 
merit  system;  the  difficulties  placed 
in  the  way  of  the  system  by  the 
defects  of  human  nature ; boards, 
commissions,  and  general  confusion, 

(b)  For  the  county:  The  officers  and  their 

selection. 

(c)  For  the  town:  The  officers  and  their 

selection. 

(d)  For  the  city:  Under  the  old  system; 

the  commission  plan  of  mayor  and 
council;  the  city  manager  plan. 

3 The  federal  government. 

a Tendency  toward  centralization  (see  above), 
b Our  system  of  separation  of  powers  as  opposed  to 
responsible  leadership  in  other  countries, 
c See  outline  on  Democracy  ” for 

(1)  Origin  of  the  constitution. 

(2)  Its  central  principles. 

(3)  The  three  great  compromises. 

(4)  The  bill  of  rights. 

(5)  The  unique  functions  of  the  Supreme  Court. 

(6)  The  adoption  of  liberal  interpretations. 
d Federal  legislation. 

(1)  Evolution  of  the  federal  constitution,  under 

public  opinion  (the  unwritten  constitution). 

(2)  Evolution  of  the  constitution  under  judicial 

interpretation. 

(3)  Probable  future  development  of  the  constitu- 

tion. 

(4)  Federal  statutes. 

Review  organisation  of  the  legislative  proc- 
ess as  outlined  under  ''  State  Government F 
Powers  of  Congress  under  the  Constitu- 
tion.'^ 

^ The  preamble  and  an  outline  of  the  constitution  are  to  be  learned.  The 
constitution  itself  is  not  to  be  memorized  but  carefully  studied.  Studying 
many  books  about  a constitution  which  is  not  read  is  a common  practice, 
but  one  that  can  not  be  defended. 


2I6 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Rapid  growth  of  these  powers  through 
custom  and  judicial  decision. 

The  present  tendency  of  development. 

The  basis  of  argument  for  local  self-govern- 
ment as  opposed  to  centralization  in  legisla- 
tion. 

e Federal  courts. 

( 1 ) Origin  and  growth  of  the  Federal  courts. 

(a)  Jay’s  attitude  toward  their  functions. 
{h)  Marshall  and  his  work. 

(c)  Popular!  confidence  in  the  federal 
courts. 

(2)  Review  the  organization  and  procedure  of  the 

judiciary  as  outlined  binder  state  govern- 
ment. 

(3)  Relation  of  the  federal  to  the  state  courts  as 

regards  authority  and  fields  of  activity. 
Illustrate  with  one  or  two  examples  of 
conflict. 

(4)  Compare  the  federal  judges  with  those  of  the 

states  as  regards  reputation  and  efficiency; 
and  explain  the  advantages  held  by  tne 
federal  judges, 
f Federal  administration. 

Review  the  discussion  of  the  state  adminis- 
tration substituting  the  President  for  the 
Governor. 

( 1 ) Currency  and  banking. 

(a)  A medium  of  exchange. 

{b)  A means  of  securing  an  elastic  cur- 
rency. 

(c)  Government  supervision. 

(d)  The  national  bank  act. 

(e)  The  federal  reserve. 

(2)  The  army  and  navy. 

(3)  The  postal  service. 

(4)  Promotion  of  commerce  and  industry. 

(5)  Government  of  dependencies. 

Review  the  administration  of  territories  by 
our  government  since  the  ordinance  of  1787. 

The  American  colonial  policy  is  altruistic, 
not  one  of  exploitation. 


SYLLABUS  IN  HISTORY 


217 


Discuss  the  holding  of  dependencies  in  the 
light  of  the  principles  of  the  Declaration  of 
Independence. 

(6)  International  affairs. 

(a)  The  President  and  the  Secretary  of 

State. 

(b)  The  diplomatic  system:  its  purpose, 

its  origin  and  growth,  its  relation  to 
spoils  and  patronage,  methods  of 
improving  the  diplomatic  personnel ; 
the  consular  system:  its  purpose,  its 
personnel  and  present  weakness,  the 
need  of  the  merit  system  in  this 
service. 

{c)  Our  foreign  policy:  entangling  alli- 
ances; the  Monroe  Doctrine;  Pan- 
Americanism  ; the  open-door  in  the 
East ; our  best  ideals  of  treating 
weaker  nations ; international  arbi- 
tration; the  idea  of  a federation  of 
the  world  for  international  law,  a 
court  to  interpret  it,  and  sufficient 
force  to  have  the  court’s  awards 
respected. 

g Recent  expansion  of  federal  powers,  including  our 
government  during  the  world  war. 


2i8 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


VII  American  id  eats, 

A subtle^  matter  this,  for  it  is  not  a question  of  just  what  we  have  been,  i 
nor  yet  of  just  what  we  have  done.  It  is  a question  rather  of  what  in  our  |i 
more  earnest  moments,  we  have  honestly  imagined  ourselves  to  be,  or  per* 
baps  better  still,  of  what  we  have  believed  that  we  should  strive  for. 

Introduction.  There  are  several  reasons  for  presenting  this  , 

topic. 

1 To  furnish  a summary  of  the  more  important  American  i 

political,  economic  and  social  ideals.  > 

2 To  test  the  ability  of  the  pupil  to  trace  the  influence  of  : 

these  ideals  in  American  history. 

3 To  get  from  the  pupil  an  expression  of  opinion  as  to  ! 

which,  if  any,  of  the  ideals  here  set  down  are  (i) 
unworthy;  (2)  losing  their  influence;  (3)  in  process 
of  formation;  (4)  peculiarly  American. 

4 To  have  the  pupil  point  out  any  conspicuous  examples  — 

national,  state  or  local  — where  the  people  have  failed 
to  live  up  to  their  ideals ; also  to  suggest  ideals  that  may 
have  been  omitted. 

5 To  furnish  the  young  citizen  with  a standard  of  citizen- 

ship  which  may  prove  a valuable  guide  in  the  per- 
formance of  his  political  and  civic  duties. 

A General  ideals  — fundamental;  political  and  social. 

1 “All  men  are  created  equal.” 

2 'Fhe  right  of  the  individual  to  life,  liberty  and  the  pursuit 

of  happines.s. 

3 Governments  “ derive  their  just  powers  from  the  consent 

of  the  governed  ” ; “ government  of  the  people,  by  the 
people,  for  the  people.” 

4 The  right  of  the  people  to  alter  or  abolish  their  govern- 

ment and  to  institute  a new  government. 

5 No  taxation  without  representation. 

6 Free  speech. 

7 Freedom  of  the  press. 

8 Freedom  of  religion. 

9 Right  of  the  people  peaceably  to  assemble  and  to  petition 

the  governmeiit  for  a redress  of  grievances. 

10  The  right  of  a person  accused  of  crime  to  a speedy  and 

public  trial  by  jury;  to  be  informed  of  the  nature  and 
cause  of  the  accusation,  and  to  be  confronted  by  the 
witnesses  against  him. 

11  The  right  to  the  writ  of  habeas  coi*pus. 


SYLLABUS  IN  HISTORY 


219 


12  The  individual  not  to  be  twice  put  in  jeopardy  of  life  or 

limb  for  the  same  offence ; no  ex  post  facto  laws ; nO' 
bills  of  attainder, 

13  The  right  to  private  property. 

14  The  sacredness  of  contract  obligations. 

B Political 

1 Foreign  — national. 

a Liberty  and  independence;  freedom  from  submission 
to  any  outside  power. 
b No  entangling  alliances. 
c Freedom  of  the  seas. 
d The  Monroe  Doctrine. 
e No  secret  treaties. 

/ Justice  toward  all  nations,  the  weak  as  well  as  the 

strong. 

g Respect  for  treaty  obligations. 
h Respect  for  international  law,  both  in  peace  and  in 
war. 

i Peace  so  long  as  it  can  be  maintained  with  justice 
and  honor. 

j Championship  of  oppressed  peoples. 
k Respect  for  the  opinions  of  others. 

I A liberal  immigration  and  naturalization  policy. 
m Arbitration  of  international  disputes. 
n Right  makes  might. 

0 Protection  of  the  American  citizen  in  his  rights  the 
world  over. 

p No  wars  for  conquest. 
q Just  and  friendly  trade  relations. 
r Democratic  home  rule  in  our  colonies. 

Extension  of  the  arbitration  idea  among  the  nations 
of  the  earth,  with  a view  to  the  forming  of  a 
public  opinion  for  the  preservation  of  peace 
and  the  development  and  enforcement  of  inter- 
national law. 

2 Domestic  — national. 

a A sound  money  system  and  the  maintenance  of  a 
high  standard  of  national  credit. 
b An  efficient  postal  system  for  the  convenience  and 
enlightenment  of  all  the  people, 
r The  promotion  of  science  and  the  useful  arts. 


220  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

d Subordination  of  the  military  to  the  civil  authority; 
no  large  standing  army. 

e Military  service  in  war  in  accordance  with  the  prin- 
ciple of  the  selective  draft.*' 

f No  titles  of  nobility  or  class  distinctions. 

g Government  by  public  opinion;  the  rule  of  the 
majority;  universal  citizen  suffrage. 

h The  party  system  of  government. 

i Loyalty  and  patriotism  as  the  cornerstone  of  our 
Republic. 

j Domestic  tranquillity. 

k Public  office  a public  trust;  the  public  official  the 
servant  of  the  people;  nonpartisan  administration 
of  the  civil  service. 

I The  powers  of  government  divided  into  three  co- 
ordinate branches  — law-making,  law-judging, 
law-enforcing;  a “government  of  checks  and 
balances.’* 

' 3 Domestic — Union.  (Ideals  embodied  in  the  relations 

existing  between  the  several  states  and  the  federal 
; union.) 

a A divided  sovereignty  — certain  sovereign  powers 
delegated  by  the  several  states  to  the  federal  gov- 
ernment; all  other  sovereign  powers  retained  by 
the  states. 

/ h The  policy  — particularly  with  reference  to  terri- 

tory lying  contiguous  to  the  Union  — of  erecting 
colonies  into  statehood. 

c The  perpetuation  of  democracy  — the  guaranty  t v 
the  federal  government  of  a republican  form  of 
government  to  every  state  in  the  Union. 

d The  equality  of  the  several  states ; “ full  faith  and 
credit  shall  be  given  in  each  state  to  the  public 
acts,  records  and  judicial  proceedings  of  every 
other  state  ” ; the  Senate  of  the  United  States 
shall  be  composed  of  two  Senators  from  each 
state;  “ No  preference  shall  be  given  by  any  regu- 
lation of  commerce  or  revenue  to  the  ports  of  one 
over  those  of  another.**  (An  example  of  the 
recognition  of  the  rights  of  small  states.) 


SYLLABUS  IN  HISTORY 


221 


e Such  a division  of  powers  between  the  federal  gov- 
ernment on  the  one  hand  and  the  several  states 
on  the  other,  as  to  leave  both  the  national  govern- 
ment and  the  state  sovereign  in  its  particular  field, 
thus  cultivating  a double  patriotism. 

j Competitive  progress  in  political  and  civic  affairs  by 
leaving  each  state  — though  a member  of  the 
Union  — yet  supreme  in  its  own  field,  with  free- 
dom to  work  out  in  its  own  laboratory  experiments 
in  political,  social  and  economic  science  for  its 
own  benefit  and  for  an  incentive  to  progress  to  its 
sister  states. 

g Equality  of  citizenship : The  citizens  of  each  state 
shall  be  entitled  to  all  privileges  and  immunities 
of  citizens  in  the  several  states.” 

h The  supremacy  of  the  constitution  and  all  laws  and 
treaties  made  under  its  authority ; “ anything  in 
the  constitution  or  laws  of  any  state  to  the  con- 
trary notwithstanding.” 

i The  indissolubility  of  the  Union ; liberty  and  union, 
now  and  forever,  one  and  inseparable.” 

y Freedom  of  interstate  trade. 

Domestic  — state  and  local. 

a All  political  powers,  except  those  delegated  to  the 
Union,  reside  in  the  states. 

h Keeping  government  close  to  the  people;  the  dis- 
tribution of  powers  to  manage  local  affairs  among 
the  subordinate  local  units  — county,  city,  town- 
ship, village,  school  district ; m micipal  “ home 
rule.” 

c Nonpartisan  government  of  the  local  units. 

d Universal  citizen  suffrage. 

e The  secret  ballot  in  all  elections;  honesty  and  fair 
play  in  politics. 

'/  An  organized  state  militia. 

g Reform  in  state  and  city  government ; the  punish-  , 
ment  of  graft. 

h Efficiency  and  honesty  in  government  through  the 
fixing  of  official  responsibility. 

i Government  regulation  of  trusts  and  monopolies. 

/ Government  of  checks  and  balances. 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


C Economic. 

1 Recognition  of  the  institution  of  property;  right  of  the 

individual  to  acquire  and  hold  property;  right  of  the 
political  unit  to  hold  property. 

2 Property  not  to  be  taken  away  without  just  compensa- 

tion. 

3 That  all  property  should  bear  its  just  share  of  the  ex- 

penses of  government:  taxes  on  real  estate,  personal 
pi-operty,  inheritances,  and  incomes. 

4 The  encouragement  of  thrift. 

5 The  encouragement  of  small  private  holdings  in  land. 

6 General  welfare  as  the  economic  goal ; a fair  distribution 

of  the  social  income  according  to  individual  worth. 

7 Government  regulation  of  public  utilities. 

8 Large  scale  production. 

9 A high  standard  of  living. 

10  Recognition  of  the  worth  and  dignity  of  labor. 

11  Conservation  of  natural  resources. 

D Social;  educational;  religious. 

1 The  proper  care  of  unfortunates  and  defectives. 

2 The  emphasis  on  service  rather  than  on  riches  or  pleasure. 

3 The  practice  of  the  Golden  Rule. 

4 Recognition  that  public  property  is  to  be  used  for  the 

good  of  society. 

5 Cooperation  for  the  social  welfare. 

6 The  greatest  good  to  the  greatest  number. 

E Social  — educational. 

1 Universal,  free,  compulsory  elementary  education. 

2 Free  secondary  education  for  all  who  may  avail  them- 

selves of  its  advantages. 

3 The  same  educational  opportunities  open  to  both  sexes. 

4 In  general,  the  same  educational  opportunities  open  to  all 

citizens,  from  the  kindergarten  through  the  university. 

5 Special  training  for  teachers. 

6 Separate  schools  with  specially  trained  teachers  for  all 

defective  classes. 

7 Night  schools  and  continuation  schools  for  the  educa- 

tion and  assimilation  of  immigrants  and  for  all  whose 
earlier  education  has  been  for  any  cause  neglected. 

8 General  recognition  and  application  of  the  principle  that 

the  safety  and  perpetuity  of  our  democracy  rests  upon 
the  education  of  all  Its  citizens. 


SYLLABUS  IN  HISTORY  22^ 

F Social  — religious. 

1 The  right  of  every  individual  to  his  own  religious  opin- 

ions and  beliefs. 

2 The  separation  of  church  and  state. 

3 Recognition  of  the  importance  of  religious  education 

through  the  agency  of  church  organizations  in  the 
development  of  the  individual  and  in  the  progress  and 
stability  of  the  state. 

Suggested  Readings 

Major  sequence,  course  C,  II,  III 
Abbott,  L.  F.  Impressions  of  Theodore  Roosevelt.  Doubleday 
Andrews,  C.  M.  Colonial  Period.  Holt 

Andrews,  E.  B.  United  States  in  Our  Own  Time.  Scribner 
Andrews,  Mary  R.  S.  Perfect  Tribute.  Scribner 
Atherton,  Gertrude.  Conqueror.  Macmillan ; Grosset 
Babcock,  K.  C.  Rise  of  American  Nationality.  Plarper 
Barnes,  James.  Hero  of  Erie.  Appleton 

Bassett,  J.  S.  Short  History  of  the  United  States.  Macmillan 

Our  War  With  Germany.  Knopf 

Beard,  C.  A.  Contemporary  American  History.  Macmillan 
Becker,  Carl.  The  United  States,  an  Experiment  in  Democracy. 
Harper 

Beer,  G.  L.  English  Speaking  Peoples.  Macmillan 
Bicknell,  Edward.  Territorial  Acquisitions  of  the  United  States. 
Small 

Bouton,  A.  L.  Lincoln-Douglas  Debates.  Holt 

Bradford,  Gamaliel,  jr.  Confederate  Portraits.  Houghton 

Portraits  of  American  Women.  Houghton 

Union  Portraits.  Houghton 

Briggs,  L.  M.  ed.  Noted  Speeches  of  Daniel  Webster,  Henry 
Clay  and  John  C.  Calhoun.  Moffat 
Brigham,  A.  P.  Geographic  Influences  in  American  History. 
Ginn 

Brown,  W.  G.  Stephen  A.  Douglas.  Houghton 

Use  with  life  of  Lincoln  for  a study  of  the  Lincoln-Douglas  debates. 
Andrew  Jackson.  Houghton 

Bruce,  H.  A.  Daniel  Boone  and  the  Wilderness  Road.  Macmillan 
Bryce,  James.  South  America.  Macmillan 
The  chapter  on  the  Panama  canal. 

American  Commonwealth.  Macmillan 


The  abridged  and  revised  edition. 


224 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Burgess,  J.  W.  The  Middle  Period.  Scribner 
Use  with  Wilson’s  Division  and  Reunion. 

The  Civil  War  and  the  Constitution.  Scribner 

For  comparative  study  of  the  characters  of  Lincoln,  Douglas  and  Davis. 

Reconstruction  and  the  Constitution.  Scribner 

Use  with  Dunning’s  Reconstruction. 

Burton,  T.  E.  John  Sherman.  Houghton 
Carter,  C.  F.  When  Railroads  Were  New.  Plolt 
Chambers,  R.  W.  Cardigan.  Harper 

Cheyney,  E.  P.  European  Background  of  American  History. 
Harper 

Churchill,  Winston.  Richard  Carvel.  Macmillan;  Grosset 

Crisis.  Macmillan;  Grosset 

Crossing.  Macmillan;  Grosset 

Cleveland,  Grover.  Presidential  Problems.  Century 
Coolidge,  A.  C.  United  States  as  a World  Power.  Macmillan 
Coolidge,  L.  A.  U.  S.  Grant.  Houghton 
Dewey,  D.  R.  National  Problems,  1885-1897.  Harper 
Dodge,  T.  A.  Birdseye  View  of  Our  Civil  War.  Student’s  ed. 
Houghton 

Drake,  S.  A.  Making  of  the  Great  West.  Scribner 
Dunning,  W.  A.  Reconstruction,  Political  and  Economic.  1865- 
77.  Harper 

Du  Puy,  W.  Uncle  Sam’s  Modern  Miracles.  Stokes 
Earle,  A.  M.  Colonial  Days  in  Old  New  York.  Scribner 

Home  Life  in  Colonial  Days.  Macmillan 

Child  Life  in  Colonial  Days.  Macmillan 

Stage  Coach  and  Tavern  Days.  Macmillan 

Eggleston,  Edward.  Beginners  of  a Nation,  Appleton 
Eggleston,  G.  C.  A.  Rebel’s  Recollections.  Putnam 
Eliot,  C.  W.  Four  American  Leaders.  Amer.  Unitarian  Assn. 
Elson,  H.  W.  History  of  the  United  States.  Macmillan 

Side  Lights  on  American  History.  Macmillan 

Farrand,  Max.  Development  of  the  United  States  from  Colonies 
to  World  Power.  Houghton 
Finley,  J.  H.  French  in  the  Heart  of  America.  Scribner 
Finley  & Sullivan.  American  Democracy  from  Washington  to 
Wilson.  Macmillan 

Fish,  C.  R.  American  Diplomacy.  Holt 

Development  of  American  Nationality.  Amer.  Book  Co. 

Fiske,  John.  American  Political  Ideas.  Houghton 

American  Revolution.  2 v.  Houghton 

Beginnings  of  New  England.  Houghton  , 


SYLLABUS  IN  HISTORY 


=^Fiske,  John.  Critical  period  of  American  History.  Houghton 

Discovery  of  America.  2v.  Houghton 

Dutch  and  Quaker  Colonies  in  America.  2 v.  Houghton 

New  France  and  New  England.  Houghton 

Old  Virginia  and  Her  Neighbors.  2 v.  Houghton 

War  of  Independence.  Houghton 

Ford,  Paul  L.  True  George  Washington.  Lippincott 
Fosdick,  Harry.  Challenge  of  the  Present  Crisis.  Association 
Press 

Franklin,  Benjamin.  Autobiography.  Houghton;  Ginn 
Frederic,  Harold.  In  the  Valley.  Scribner 
Fuller,  H.  B.  Speakers  of  the  House.  Little 
Garland,  Hamlin.  Life  of  Grant.  Doubleday 
Genet,  E.  C.  C.  War  Letters.  Scribner 
Gerry,  Mrs  Margarita.  Toy  Shop.  Harper 
Gilman,  Bradley.  Robert  E.  Lee.  Macmillan 
Glasgow,  Ellen.  Battle  Ground.  Doubleday ; Burt 
Grady,  Henry.  New  South.  Merrill 
Griffis,  W.  E.  Story  of  New  Netherland.  Houghton 
Hagedorn,  Hermann.  You  Are  the  Hope  of  the  World.  Mac- 
millan 

* Boy’s  Life  of  Theodore  Roosevelt.  Harper 

Hale,  E.  E.  Man  without  a Country,  v.  e. 

Philip  Nolan’s  Friends.  Little 

Hall  & Chester.  Panama  and  the  Canal.  Newson 
•Hall,  J.  N.  High  Adventure.  Houghton 
Halsey,  F.  W.  Old  New  York  Frontier.  Scribner 
Hapgood,  Norman.  Abraham  Lincoln.  Macmillan 
George  Washington.  Macmillan 

Hart,  A.  B.  American  History  Told  by  Contemporaries.  4 v. 
Macmillan 

Formation  of  the  Union.  Longmans 

Monroe  Doctrine.  Little 

Slavery  and  Abolition.  Harper 

Source  Book  of  American  History.  Macmillan 

Haworth,  P.  L.  United  States  in  Our  Own  Times,  1865-1920. 
Scribner 

Hill,  F.  Decisive  Battles  of  the  Law  (The  John  Brown  trial  and 
the  impeachment  of  President  Johnson).  Harper 
Hitchcock,  Ripley.  Decisive  Battles  of  America.  Harper 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


226 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Horne,  C.  F.  History  of  the  State  of  New  York.  Heath 
Hosmer,  J.  K.  History  of  the  Louisiana  Purchase.  Appleton 
Hunt,  Gaillard.  John  C.  Calhoun.  Jacobs 
James,  J.  A.  Readings  in  American  History.  Scribner 
Johnston,  Alexander.  History  of  American  Politics.  Revised  by 
Sloane  and  Daniels.  Holt 

Johnston,  Mary.  Lewns  Rand.  Houghton;  Grosset 
Jones,  C.  L.  Carribean  Interests  of  the  United  States.  Appleton 
Krafft  & Norris.  Sea  Power  in  American  History.  Century 
Long  Roll.  Houghton 

Latane  John  H.  America  the  World  Power,  1897-1907.  Harper 

From  Isolation  to  Leadership.  Doubleday 

United  States  and  Latin  America.  Doubleday 

Laut,  A.  C.  Conquest  of  the  Great  Northwest.  Doran 
Lecky,  W.  E.  H.  American  Revolution.  Appleton 
Edited  by  Woodburn. 

Leonard,  A.  R.  ed.  War  Addresses  of  President  Wilson.  Ginn 
Lincoln.  Selections  From.  Amer.  Book  Co. 

Edited  by  Draper. 

Lingley,  C.  R.  Since  the  Civil  War.  Century 
Lodge,  H.  C.  Alexander  Hamilton.  Houghton 

Daniel  Webster.  Houghton 

George  Washington.  Houghton 

Lodge  & Roosevelt.  Hero  Tales  from  American  History.  Century 
McCall,  S.  W.  Thomas  B.  Reed.  Houghton 
MacDonald,  William.  Documentary  Source  Book.  Macmillan 
From  Jefferson  to  Lincoln.  Holt 

McKinley,  A.  E.  Collected  Materials  for  the  Study  of  the  War. 
Reprinted  from  the  History  Teachers  Magazine.  McKinley  Pub. 
Co. 

McLaughlin,  A.  C.  Readings  in  American  History.  Appleton 

Confederation  and  Constitution.  Harper 

McMaster,  J.  B.  United  States  in  the  World  War.  2 v.  Appleton 

Daniel  Webster.  Century 

Merwin,  H.  C.  Thomas  Jefferson.  Houghton 
Mitchell,  S.  Weir.  Hugh  Wynne.  Century 

Morgan,  James.  Abraham  Lincoln,  the  Boy  and  the  Man.  Grosset 
Morse,  J.  T.,  jr.  Abraham  Lincoln.  2 v.  Houghton 

Thomas  Jefferson.  Houghton 

Benjamin  Franklin.  Houghton 

Muzzey,  D.  S.  Readings  in  American  History.  Ginn 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


SYLLABUS  IN  HISTORY 


227 


National  Board  for  Historical  Service.  War  Readings.  Scribner 
Nicolay,  Helen.  Book  of  American  Wars.  Century 

Our  Nation  in  the  Building.  Century 

Nida,  W.  L.  Story  of  the  World  War.  Hale  Book  Co. 

Sidelights  on  the  War.  Hale  Book  Co. 

'^Ogg,  F.  A.  National  Progress,  1907-1917.  American  Nation 
Series,  v.  27.  Harper 

Olcott,  C.  S.  William  McKinley.  2 v.  Houghton 

Old  South  Leaflets.  Directors  of  Old  South  Work 

^Oliver,  F.  S.  Alexander  Hamilton.  Putnam 

Page,  T.  N.  Red  Rock.  Scribner 

Paine,  R.  D.  Fighting  Fleets.  Houghton 

Palmer,  Frederick.  America  in  France.  Dodd 

Parker,  Sir  Gilbert.  Seats  of  the  Mighty.  Burt 

Parkman,  Francis.  Oregon  Trail.  Little 

Paxson,  F.  L.  Last  American  Frontier.  Macmillan 

Peck,  H.  T.  Twenty  Years  of  the  Republic,  1885-1905.  Dodd 

Perkins,  J.  B.  France  in  the  American  Revolution.  Houghton 

Powers,  H.  H.  America  and  Britain.  Macmillan 

American  Era.  Macmillan 

America  among  the  Nations.  Macmillan 

Pryor,  Mrs  Roger.  Reminiscences  of  Peace  and  War.  Macmillan ; 
Grosset 

Rhodes,  J.  F.  History  of  the  United  States.  8 v.  Macmillan 
Civil  War.  Macmillan 

Riverside  History  of  the  United  States.  4 v.  Floughton 
Roberts,  E.  H.  New  York.  2 v.  (American  Commonwealth 
Series.)  Houghton 

'i^Roosevelt,  Theodore.  Winning  of  the  West.  6 v.  Sagamore  ed. 
Putnam 

Naval  War  of  1812.  2 v.  Sagamore  ed.  Putnam 

Autobiography.  Macmillan 

America  and  the  World  War.  Scribner 

Fear  God  and  Take  Your  Own  Part.  Doran 

Foes  of  Our  Own  Household.  Doran 

^Rothschild,  Alonzo.  Lincoln,  Master  of  Men.  Houghton 
Honest  Abe.  Houghton 

Rowell,  C.  W.  Leaders  of  the  Great  War.  Macmillan 
Schouler,  James.  Reconstruction  Period.  Dodd 
Volume  7 of  Schouler’s  History  of  the  United  States.  Use  with  Rhodes, 
Dunning  and  Burgess. 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
arc  desirable. 


228 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Schurz,  Carl.  Henry  Clay.  2 v.  Houghton 
Semple,  E.  C.  American  History  and  Its  Geographic  Conditions. 
Houghton 

Shepherd,  W.  R.  Latin  America.  Holt 

Sparks,  E.  E.  Men  Who  Made  the  Nation.  Macmillan 

Expansion  of  the  American  People.  Scott,  Foresmau 

National  Development,  1877-1885.  Harper 

United  States  of  America.  2 v.  Putnam 

Spears,  J.  R.  History  of  the  United  States  Navy.  Scribner 

Stanwood,  Edward.  James  G.  Blaine.  Houghton 

Stevens,  W.  O.  Story  of  the  Navy.  Harper 

Stevenson,  B.  E.  Poems  of  American  History.  Houghton 

Thayer,  W.  R.  Life  and  Letters  of  John  Hay.  2 v.  Houghton 

Theodore  Roosevelt.  Houghton 

Thwaites,  R.  G.  The  Colonies.  Longmans 

How  George  Rogers  Clarke  won  the  Northwest.  McClurg 

Trent,  W.  P.  Robert  E.  Lee.  Small 
Tuckerman,  Bayard.  General  Philip  Schuyler.  Dodd 
“^Turner,  F.  J.  Rise  of  the  New  West.  1819-1829.  Harper 
Usher,  R.  G.  Story  of  the  Great  War.  Macmillan 
Van  Tyne,  C.  H.  Loyalists  in  the  American  Revolution. 
Macmillan 

American  Revolution.  Harper 

Webster-Hayne  Debate.  Houghton 

Williams,  Sherman.  New  York’s  Part  in  History.  Appleton 
Wilson,  Woodrow.  Division  and  Reunion.  Longmans 
•^Wister,  Owen.  Ulysses  S.  Grant.  Small. 

* Seven  Ages  of  Washington.  Macmillan  ; Grosset 

Pentecost  of  Calamity.  Macmillan 

Straight  Deal  or  the  Ancient  Grudge.  Macmillan 

Wood,  Leonard.  Military  Obligations  of  Citizenship.  Prince-^ 
ton  Univ.  Press 

Suggested  Readings 

Major  sequence,  course  C,  I,  IV-VII 
'J^'Aciams,  E.  D.  Power  of  Ideals  in  America  History.  Yale  Univ.. 
Press 

Adams,  H.  C.  Description  of  Industry.  Holt 
Adams  & Sumner.  Labor  Problems.  Macmillan 
Addams,  Jane.  Twenty  Years  at  Hull  House.  Macmillan 
Andrews,  M.  P.  American’s  Creed  and  Its  Meaning.  Doubleday 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies- 
are  desirable. 


SYLLABUS  IN  HISTORY 


229 


Antin,  Mary.  Promised  Land.  Houghton 
Ashley,  R.  L.  American  Federal  State.  Macmillan 
Beard  & Beard.  American  Citizenship.  Macmillan 
Bennion,  Milton.  Citizenship.  World  Book  Co. 

‘^Bogart,  E.  L.  Economic  History  of  the  United  States.  Longmans 
Brewer,  D.  J.  Responsibilities  of  Citizenship.  Yale  Univ.  Press 
Bullock,  C.  J.  Elements  of  Economics.  Silver,  Burdett 
Burch,  H.  R.  American  Economic  Life.  Macmillan 
Burch  & Patterson.  American  Social  Problems.  Macmillan 

Story  of  Great  Inventions.  Harper 

Carlton,  F.  T.  Elementary  Economics.  Macmillan 

History  and  problems  of  Organized  Labor.  Heath. 

Carver,  T.  N.  Principles  of  Political  Economy.  Ginn 
Coman,  Katherine.  Industrial  History  of  the  United  States.  Rev. 
ed.  Macmillan 

Day,  Clive.  History  of  Commerce.  Longmans.  Part  V. 

Dewey,  D.  R.  Financial  History  of  the  United  States.  Long- 
mans 

Eliot,  C.  W.  America's  Contribution  to  Civilization.  Century 
Ellwood,  C.  A.  Sociology  and  Modern  Social  Problems.  Amer. 
Book  Co. 

Ely  & Wicker.  Elementary  Economics.  Macmillan 
Fetter,  F.  A.  Economics.  2 v.  Century 
Fish,  C.  R.  Civil  Service  and  the  Patronage.  Longmans 
Foerster  & Pierson.  American  Ideals.  Houghton 
Franc,  Alissa.  Use  Your  Government.  Dutton 
Fulton,  M.  G.  National  Ideals  and  Problems.  Macmillan 
Gathany,  J.  M.  American  Patriotism  in  Prose  and  Verse.  Mac- 
millan 

Gauss,  Christian.  Democracy  Today.  Scott,  Foresman 
Giles,  F.  M.  Vocational  Civics.  Macmillan 
Greenlaw,  E.  A.  Builders  of  Democracy.  Scott,  Foresman 
Hall.  Practical  Sociology.  Scribner 

Hart,  A.  B.  Social  and  Economic  Forces  in  American  History. 
Harper 

Actual  Government  under  American  Conditions.  Long- 
mans 

National  Ideals  Historically  Traced.  Harper 

Herrick,  C.  A.  History  of  Commerce  and  Industry.  Macmillan 
Hill,  D.  J.  Americanism.  Appleton 
^ People's  Government.  Appleton 

*Books  marked  with  a star  should  be  purchased  first  and  duplicate  copies 
are  desirable. 


230 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Hollister,  H.  A.  Woman  Citizen.  Appleton 

Howe,  F.  C.  Modern  City  and  Its  Problems.  Scribner 

Johnson.  Introduction  to  Economics.  Heath 

Jordan,  D.  S.  Democracy  and  World  Relations.  World  Book  Co. 

Laing,  G.  A.  Introduction  to  Economics.  Gregg 

Lane,  F.  K.  American  Spirit.  Stokes 

Leavitt,  F.  M.  Elementary  Social  Science.  Macmillan 

Lippincott,  Isaac.  Economic  Development  of  the  U.  S.  Appleton 

Long,  A.  W.  American  Patriotic  Prose.  Heath 

Monroe  & Miller.  American  Spirit.  World  Book  Co. 

Moore,  J.  R.  H.  Industrial  History  of  the  American  People.  i\Iac- 
millan 

Munro,  W.  B.  Government  of  American  Cities.  Macmillan 
Powell,  L.  P.  Spirit  of  Democracy.  Rand,  McNally 
Ravage,  M.  E.  An  American  in  the  Making.  Harper 
Rihbany,  A.  M.  A Far  Journey.  Houghton 
Riis,  Jacob.  Making  of  an  American.  Macmillan 
Ross,  E.  A.  What  is  America?  Century 

Rowe,  H.  K.  Society,  Its  Origin  and  Development.  Scribner 
Sanford,  A.  H.  Story  of  Agriculture  in  the  United  States.  Heath 
Seligman,  E.  R.  A.  Principles  of  Economics.  Longmans 
Smith,  J.  R.  Commerce  and  Industry.  Holt 
Steiner,  E.  A.  From  Alien  to  Citizen.  Revell 

The  Immigrant  Tide.  Revell 

Nationalizing  America.  Revell 

Taussig,  F.  W.  Tariff  History  of  the  United  States.  Putnam 

Principles  of  Economics.  Macmillan 

Thompson,  C.  M.  Elementary  Economics.  Sanborn 

History  of  the  United  States,  Political,  Industrial,  Social. 

Sanborn 

Thompson,  C.  W.  New  Voter.  Putnam 

Tovme,  E.  T.  Social  Problems.  Macmillan 

Tufts,  J.  H.  Real  Business  of  Living.  Holt 

Wald,  Lillian  D.  House  on  Henry  Street.  Holt 

Washington,  B.  T.  Up  from  Slavery.  Burt 

Watkins  & Williams.  Forum  of  Democracy.  Allyn  & Bacon 

White,  Horace.  Money  and  Banking. 

Woodburn,  J.  A.  Political  Parties  and  Problems.  Putnam 
Wright,  C.  D..  Industrial  Evolution  of  the  United  States.  Scrib 
ner 

Young,  J.  T.  New  American  Government  and  Its  Work 
ATacmillan 


